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Catholic pebaQOQ^ 



ADAPTED FOR THE USE OF TEACHERS AND STUDINTS 



BY 



M. J. LOCHEMES. 
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1915 
EACINE, WIS. 



COPYRIGHT 

BY M. J. LOCHEMES. 

1915 



CI.A401279 



JUN -7 1915 
ft*; 






Q r PREFACE. 

In most of the Catholic text books on Pedagogy that 
have appeared in the English language much attention is 
given to school management and methods while the space 
allotted to the explanation of the fundamental principles 
is very limited. 

To give an outline of the principles, end, and means 
of Catholic Pedagogy, is the main purpose of this sketch. 

It lays no claim to originality. The works of German 
writers on Catholic Pedagogy have furnished much of the 
material. 

Methods of teaching the various branches of study are not 
included in this outline since there are numerous works on 
the subject available. 

I trust that this little book will be of service, especially 
to our young teachers, and, if such be the case, I feel amply 
repaid for the time and labor spent in preparing the outline. 

Convent of St. Catherine of Siena, 

Racine, Wis. 

M. J. L. 



INTRODUCTION 



From the cradle to the grave man has need of 
Education. A helpless creature he enters this world. 
"Man is the only one that knows nothing, that can 
learn nothing without being taught. He can neither 
speak nor walk nor eat, and in short he can do nothing 
at the prompting of nature only, but weep." (Pliny the 
Elder) 

To the end of his life man should continue to de- 
velop the powers that God gave him. In the early stages 
of this development man absolutely requires the in- 
fluence and assistance of others who by their knowledge 
and skill are in a position to guide and direct him. The 
sum of all helps and influences, be they direct or indi- 
rect, intentional or unintentional constitute what is called 
Education in its widest sense. In the narrower and com- 
monly accepted sense of the word we designate by 
Education the systematic development of all bodily and 
spiritual powers of man for the purpose of enabling him 
to attain his end. 

Pedagogy (from the Greek words pais— child, boy, 
and agein= to lead, to guide) is a systematic presentation 
of the principles and rules of education and instruction. 

The ability and skill of applying the principles 
and rules of the science of education is called the art of 



education. Theory and practice complete and mutually 
assist each other. The one without the other is unable to 
produce a successful educator. 

Hence, the importance of the study of pedagogy, 
especially, for the young teacher. Pedagogy is based on 
the experience of past ages and its knowledge is neces- 
sary to success in education. Children's lives are too 
precious to be mere objects of experiment for one who 
has no idea of pedagogy. 

Sources and Auxiliaries of Pedagogy. 

1. Anthropology, the science of man. It comprises Ana- 
tomy with its auxiliary, Hygiene, and Psychology 
which is the science of the soul, its faculties and 
functions. 

Plato and Aristotle were the first to make Anthro- 
pology the basis of pedagogy. 

2. Ethics, the science of morality. It comprises: — 

(a) Natural or philosophical ethics, treating of mor- 
al laws based on reason and conscience, and 

(b) Christian, or theological ethics, treating of 
moral laws based on Revelation and completing 
natural ethics. 

3. Logic, the science of correct thinking and reasoning. 
One of the most important aims in all instruction is 
the correct formation of ideas, judgments and con- 
clusions. 

4. History of Education, teaching us the experience of 
the past as a guide for the present. 

5. Divine Revelation, the most important of all. History 
shows that the various systems of education built up 
without this element were unreliable and unsatis- 
factory. 



Revelation must tell us of the origin and nature 
of man and the end and purpose of his existence. 
The knowledge of these truths forms the founda- 
tion of all true education. 

Division of Pedagogy. 

Pedagogy is divided into the science of education 
and the science of teaching or instruction, to which may 
be added as a supplementary branch the history of 
pedagogy. 

1. The Science of Education is subdivided into general 
science of education and special science of education. 

(a) The general science treats of man in general, 
his nature and end; the ideal and means of 
education; the character and duties of the 
educator. 

(b) The special science of education treats of the 
child, its bodily and mental development. 

2. The Science of Instruction is divided into two parts, 
the first general, sometimes called Didactics, treating 
of the fundamental principles of instruction; the 
second specific, usually called Methods, which con- 
siders the various branches of instruction and the 
manner of treating them. 

Necessity of a System in Education. 

Parents who have never heard of a plan of education 
can educate good children and teachers who follow a reg- 
ular plan may meet with poor results ; yet in neither case 
can we find a proof that methods are superfluous or of 
necessity unpractical. Parents have certainly followed 
some plan, although hardly aware of the fact. Their own 



education, traditions of their parental homes, common 
sense and God's grace have been their guides. Teachers 
have probably followed a plan based on false principles 
and hence, failed in their efforts. 

If a building erected according to some particular 
plan and specifications collapses because the plan and 
specifications were wrong, it does not follow that all plans 
and specifications should be abandoned and the builders 
proceed to work at random. Consciously or unconscious- 
ly every educator has his plan. 

There must be a purpose in education. The educator 
must have a clearly defined knowledge of such purpose, 
otherwise he works as one who aims at space. 

If the educator is conscious of the fact that he is 
God's representative he will study God's plan and pur- 
pose in His creation and he will follow that plan in his 
labors. His plan must rest on firm principles. These 
principles are drawn from reason and experience, guided 
and ennobled by Faith in Divine Revelation. 

The fundamental principles of true education are 
based upon the doctrines of (1) The origin and nature 
of man, (2) The end and purpose of his existence, (3) 
Man's original condition, (4) Man's fall and its con- 
sequences. 



GENERAL SCIENCE OF 
EDUCATION. 



PART I. 
THE NATURE AND DESTINY OF MAN. 

1. Origin and Nature of Man. 

1. How did man originate? 

Man has his origin directly from God by an act of 
creation. The Book of Genesis minutely describes the 
creation of man, and, in a particular and impressive man- 
ner proclaims his superiority over all other creatures. 

Materialists oppose this statement and endeavor to 
disprove it by advancing various theories about the origin 
of organic, living beings and the origin of the various 
species of such beings. In this they have gone so far as 
to claim man's descent from the ape. This theory which 
at first caused a great deal of excitement and controversy 
among scientists has since been denounced by their lead- 
ers as "laughable," "a total failure," etc. A few opin- 
ions of some of the foremost scientists of our times may 
be given, viz: — 

Rudolph Virchow : "The attempt to find the transi- 
tion from animal to man has ended in a total failure. By 
speculation they came to the ape theory, an assump- 
tion of which I can not say that it was of any real 

advantage. If we study the fossil man, we always find 
a man like we are." 



Dr. Fr. Paulsen, on Hseckel's "Die Weltrgetsel" : "I 
have read "Die Weltrsetsel" of Hseckel, and have blushed 
with shame at the thought of the general education of 
our people ! That such a book should be possible, that it 
should be written, printed, bought, read, admired and 
taken seriously by the nation of Kant, Goethe, and 
Schopenhauer, pains me deeply." 

Prof essor Frank Thilly of the University of Missouri, 
speaking of the same materialistic writer says: "We have 
examined Hseckel's philosophy and have pointed out its 
inconsistencies and inadequateness. It violates the fun- 
damental requirements of scientific hypothesis ; it is not 
consistent with itself, and it does not explain the facts 

Hseckel's philosophy is no system at all, but 

a conglomeration of different systems; a metaphysical 

pot-pourri, a thing of shreds and patches The 

fact that he believes what he believes is no sign to 
me that his friends are in their second childhood, but 
that Haeekel is still in his first, so far as philosophy is 
concerned." 

Dr. Alfred E. Brehm, speaking in Milwaukee, closed 
his lecture "On Monkeys" by saying: "Now you ask me, 
'Is man descended from the ape?' To this I must answer, 
'Man remains man and ape remains ape.' " 

L. A. Pasteur was an outspoken opponent of the mate- 
rialistic explanation of the origin of things known as the 
"generatio cequivoca" or the development of organic be- 
ings out of inorganic in the Darwinian philosophy. 

2. How did the human race originate? — 

Mankind, the entire human race, descends from the 
first human pair created by Almighty God. St. Paul 
standing in the midst of the Areopagus said, "God hath 
made of one, all mankind, to dwell upon the whole face 
of the earth. (Acts 17, 26) 

G 



The greatest scientists (Buffon, Linnaeus, v. Hum- 
boldt, Cuvier, Owen, Virchow, etc.) proclaim the unity 
of the human race. To prove it, they call attention to the 
general uniformity of the anatomical structure, the equal- 
ity of the pulse, the average length of life among the va- 
rious races of mankind, and the results of intermarriage 
between them. 

History proves it. The traditions of the most ancient 
nations agree in their main statements with the records 
of Holy Scripture. 

The comparative study of languages leads to the con- 
clusion that the various languages developed from one 
original, common tongue. 

2. The End and Purpose of Man's Existence. 

From the fact that God created man, it follows that 
He created him for Himself, in other words, that man 
was created by God for God. This is proved by reason 
and by faith. 

To be created for God means, created to know, love 
and serve God in order to attain eternal happiness. 

Man feels in himself a longing after perfect happi- 
ness. Perfect happiness can be attained only by the pos- 
session of a perfect good. This can not be finite but must 
be infinite— therefore, God. How beautiful are St. Augus- 
tine's words: "Thou hast, O Lord, created us for Thee 
and our heart is restless until it finds rest in Thee !" 

Even the heathens admit that perfect happiness can 
not be attained by the enjoyment of earthly things. This 
is expressed by the words of Solon to Croesus: "No one 
is happy before his death." 

Perfect happiness, i. e. the vision and possession of 
God, can not be acquired by the natural powers of man. 
He has need of supernatural power, grace, which enables 



him to know, love and serve God in a supernatural man- 
ner and thus to reach his end. The knowledge of these 
facts leads to a correct conception of man's life on earth 
and its great importance in the light of eternity. This 
life is a preparatory school for eternal happiness in the 
next. 

Whatever man does in this life must be done with a 
view to his life hereafter. A deep sense of duty must 
guide him in all his actions. 

All the goods of this world, — wealth, honor, power, 
health, beauty, intellect, will, science, and virtue, — are 
not the end and purpose of man's existence, but means 
to attain his last and highest end. 

In the free and joyful knowledge, love, and service 
of God, man at the same time achieves his own salvation 
and happiness, thus fulfilling the twofold purpose of his 
existence. 

3. Man's Original Condition. 

Man is composed of a material body and an immate- 
rial or spiritual soul. Both form one human nature, the 
soul being the life giving principle of the body. 

God endowed the first man with natural and super- 
natural gifts. 

The natural gifts were understanding, free will, im- 
mortality. 

The supernatural gifts were sanctifying grace, a su- 
perior knowledge, freedom from evil inclinations and 
from sufferings. These supernatural gifts were given to 
Adam and Eve not for themselves alone, but since they 
were to be the progenitors of mankind, were to be trans- 
mitted to their descendants. 

The traditions of all nations speak of an age of happi- 
ness in days gone by, — of a Golden Age. 

8 



4. Man's Fall and Its Consequences. 

1. Read the Scripture account. The Sin of Adam 
and Eve was a sin of pride, infidelity and disobedience. 

The traditions of the various nations tell the same 
story, viz: The myths of Prometheus and of the box of 
Pandora; the woman and the serpent, the tree and the 
fruit in the ancient records of the Chaldeans; the Mexi- 
can legend of "the woman of our flesh" represented 
along with the serpent, on old monuments. 

2. The transgression was followed by the punish- 
ment. 

(a) The supernatural gifts were taken from man, 
the natural gifts impaired, the intellect dark- 
ened, the will weakened and inclined toward 
evil. 

(b) Man was driven from Paradise and forced to 
labor and to suffer. After a life of misery 
came death. 

(c) He was sentenced to eternal damnation. 

3. Sin and its consequences passed from Adam, in 
the order of natural descent, to all his offspring. All are 
born in the state in which our first parents were after 
the fall. 

4. From these facts we deduct important conclusions 
for education. — The natural powers were not destroyed, 
but they were weakend and wounded, viz: The intellect 
by ignorance ; the will by perversity and tendency to in- 
justice and evil ; courage and strength by weakness and 
cowardice ; moderation and temperance by concupiscence 
and excess in sensual pleasures. 

5. Education must consider these actual conditions. 
The pupil is not an ideal man, but ignorant, inclined to 
evil, morally weak, and filled with low desires. 

6. These are the facts this is the material. We must 
endeavor to suppress the evil and to heal the wounds. 



■ 



Ignorance must be overcome by means of instruction. 
Malice which manifests itself chiefly by pride and self- 
will must be conquered by discipline and supplanted by 
humility and obedience. Weakness which causes the pu- 
pil to shrink from difficulties in trying to be good must 
be healed by persevering practice in doing good and by 
educating the will to strength and firmness of character. 
Concupiscence and proneness to evil which causes man 
to rebel against reason must be curbed and regulated by 
inculcating moderation and frugality. 

Only by the means of grace furnished by the Religion 
of Christ can this be accomplished. 

PART II. 
FUNDAMENTAL DOCTRINES OF EDUCATION. 

1 . Necessity and Importance of Education. 

1. What is Education? 

Education (from educere, educare, to lead or bring out) 
is a systematic development of all the bodily and spiritual 
powers of man in order to enable him to reach the tem- 
poral and eternal destination for which he was created. 

2. Is education necessary? 

Its necessity is evident from man's helpless condition. 

(a) With regard to his body. No plant, no living 
creature is as helpless as man in his infancy. 

(b) With regard to his intellect. Without assistance 
the mind is but meagerly developed. Speech, ability and 
readiness to express one's thoughts are learned from such 
who speak. Without hearing others speak we remain 
dumb. The deaf-mute is mute because he is deaf. 

(c) With regard to his moral development. Without 
advice and restraint men would follow their evil inclina- 

10 



tions and but few would arrive at a knowledge of even 
the natural laws of ethics— much less learn true morality 
and self-control. 

(d) With regard to religion. Without instructions 
by others but few would acquire the natural truths of 
religion, e. g. the existence of God, the immortality of 
the soul — much less those which are supernatural. 

The consequences of the lack of proper education are 
seen in the superstitions and idolatry of the heathens. 

3. Its importance and its difficulties. 

(1) Education is important for the individual. 
Principles implanted in the youthful soul of man 

determine his character and become part of his person- 
ality. We may say: "Education is the man." 

(2) Education is important for mankind in general. 
Culture and social development of mankind are the work 
of education. Advancement or decline of a nation depend 
upon the education of its youth. Plato says: "There is 
nothing more divine than education." 

(3) We must not overestimate, however, the impor- 
tance of education. Although so influential, it is not 
almighty or all-powerful. Education can not produce 
new powers, it can only develop and perfect the existing 
powers and prevent them from going astray. 

(4) Manifold obstacles are placed in the way of edu- 
cation either on the part of the pupil (differences of dis- 
position and temperament, bodily or mental defects, in- 
nate inclination to evil, faulty habits) or on the part of 
the educator himself (want of prudence, skill, zeal, pa- 
tience, etc.) or on the part of external agencies (bad 
companions, reading, etc.) Hence our Lord's earnest 
words: "Woe to the world on account of scandal." And, 
hence, the great difficulties which must be overcome by 
diligence and earnest effort. 

11 



2. Erroneous Ideas of Education. 

In the course of time manifold views regarding educa- 
tion have been advanced which either whole or in part 
are contrary to the fundamental principles as previously 
explained in our pedagogy. 

Among the foremost are the following, viz : — 

Naturalism. 

(a) Its doctrine: — (1) "Man is by nature entirely 
good and absolutely free from all evil inclinations." (De- 
nial of Original sin and of the necessity of Redemption.) 

(2) "Hence, nature is of its own power capable of 
perfect development and man can by his own power at- 
tain his end." (Opposed to the doctrine of a supernatural 
end and supernatural means necessary to attain it.) 

(3) "Evil comes from without through bad example; 
it is not inherited." (Wrong, as proved by experience.) 

(4) "The purpose of education is merely to guard 
the individual against evil influences. The educator dare 
not exercise any positive, directive or formative influ- 
ence." (A theory opposed to psychology and experience.) 

(b) The advantages of this system : — It considers 
natural abilities and advocates a natural development. It 
gives attention to the physical nature and to the study of 
the so called "realities." 

(c) Its representative advocates : — Locke, Rousseau, 
Basedow, and their followers. 

Humanism. 

(a) Its doctrine: — "The end of all education is — 
humanity, a pure, noble manhood without positive reli- 
gious teaching." The ideal— a perfect development of the 
natural faculties. The means — a study of the classics and 
of art. 

12 



This doctrine is phantastic, vague and unreal. It rec- 
ognizes no higher life or supernatural end. It furnishes 
no means towards such an end and no means of resist- 
ing evil. It gives, at best, a polish, an outward varnish. 

(b) Its advantages: — It considers all the faculties 
of man. It recognizes literature and art as a means of 
education. But this is not sufficient. 

(c) Its principal representatives are the German 
Classics of the eighteenth century: The poets Lessing, 
Herder, Goethe, Schiller, the philosophers Kant and 
Herbart, and the pedagogues Pestalozzi, Diesterweg, etc. 

Realism. 

According to this theory the purpose of education is 
to fit the pupil for later life by the study of useful sciences 
and practices which make him a practical member of 
society. 

The principal studies are mathematics and natural 
science. Ideal branches are treated with indifference, 
even contempt. 

The system produces materialism ; money and power, 
honor and pleasure are its aim. 

Representatives and advocates are Bacon, Montaigne, 
John Locke, Herbert Spencer, etc. 

Nationalism. 

Its doctrine : — "Educate man to become a useful citi- 
zen." Some of its adherents say, "The State has the 
exclusive right to educate ; private education can not be 
tolerated." (Fichte) Man becomes a mere chattel. This is 
a false doctrine, because the state exists for man ; man is 
not here for the sake of the state. (See Sparta for its 
results.) 

Christian education recognizes the claims of the state 
13 



as far as lawful rights go. It advocates patriotism, i. e. 
love of country, but this love is based on Christian 
motives. 

The principal representatives: Fichte and Hegel. 

Socialism. 

It teaches: — A universal commonwealth, atheism, 
perfect equality of all men, public ownership, control of 
property and products of human skill. 

"There is no God, no heaven," (Bebel) "no eternal 
reward or punishment, no divine authority, no immor- 
tality of the soul." 

It advocates: — Common education by the state in 
public institutions, infant asylums, kindergartens, pub- 
lic playgrounds, etc. Exclusive education for this life. 
Complete separation of school and church and abolition 
of all religious instructions. 

This is a false doctrine because it neglects individu- 
ality, it separates the child from the home and its educa- 
tional influence, destroys family life and the sacredness 
of matrimony. It destroys all higher aims and ideals. It 
removes all support for moral actions and undermines 
virtue and morality. 

Representatives: — F. Lasalle, Karl Marx, Fred Eng- 
els, Vollmar, Bebel, etc. 



3. Education and Christianity. 

All that is good and true in the various theories men- 
tioned above is found in Christianity while all that is false 
and one-sided is eliminated. The Christian faith alone 
possesses the universally true and correct principles and 
all natural and supernatural means of education. 

14 



1. Christianity possesses the highest form of revela- 
tion, and hence, the most perfect religion. Christianity 
alone has the correct idea of 

(a) God who is the Father of all mankind; mankind 
forming the one great family of God. 

(b) Of man. Christianity alone gives us certainty as 
to man's origin, nature and destiny ; as to the supernatu- 
ral value of his soul and the struggle caused within that 
soul by sin and, therefore, shows the true object and pur- 
pose of education. The only all-sided and correct Anthro- 
pology is found in the Christian religion. 

(c) Of the world— which is created by God, dependent 
upon God, sustained and goverend by God's Providence. 

2. Christianity possesses the most perfect doctrine of 
morality. It is pure and noble, leading towards perfection. 
Christian ethics alone forms a safe guide and prevents 
error. 

3. Christian teaching is both universal and individu- 
al. Christ told his Apostles to "Teach all nations." The 
Church is the founder of the Common School which was 
unknown to Judaism and Paganism. It adapts itself to 
any individuality and exercises its influence on every vo- 
cation, age or sex, satisfying all the longings of the soul. 

4. Christianity not only points the way but also fur- 
nishes the means of true education. It furnishes the nat- 
ural means. Its doctrines, preserved pure in the Church 
of Christ and the Saints, furnish the best of material; the 
manner of teaching shown in the public life of Christ 
gives us the best Didactics. The supernatural means, the 
means of Grace furnished by the Church can not be 
supplied by anything else. 

5. Christianity furnishes to the educator and the 
pupil the highest and the only true ideal in the person of 
Jesus Christ. 

All this shows the grand and noble view which the 
15 



Church has at all times held of education and the dignity 
of the true educator. 

It is in the true spirit of the Christian Church that 
St. Chrysostom says: "Higher than any painter, higher 
than any sculptor and all other artists do I prize him who 
understands how to mold the souls of children. For paint- 
ers and sculptors produce but lifeless works, whereas, 
a wise educator forms a living masterpiece delighting 
the eyes of God and man." 

4. Aim and Purpose of Education. 

In order to proceed in the right direction and to apply 
the correct means the educator must be certain of the 
end and purpose of his work. 

Man's end and purpose on earth is to strive after an 
eternal happiness in God. This is plainly expressed in the 
words of the Great Teacher, "Seek ye first the Kingdom 
of God and its justice." (Matt. 6, 33) The Kingdom of 
God is the end to be attained. Justice, i. e. truth and 
righteousness of life, the fulfillment of our duties towards 
God and our fellow men, constitutes the means to that 
end. 

Hence, we say: The main object and purpose of educa- 
tion consists in guiding and developing the pupil so that 
on reaching the age of maturity he is able and willing to 
perform his duties as a man, a Christian and a citizen. 

In other words, we say: — The educator should en- 
deavor to educate his pupil to the Following of Christ. 

5. The Ideal of Education. 

Necessity of an Ideal. 

In undertaking an important work we must have a 
positive idea of that which we want to produce. We must 

16 



have before us an original to guide us in our work, a per- 
fect model for imitation. 

The ideal of education must be something that can be 
safely followed. This ideal must be a real personality, 
not merely a vague creation of the imagination, some- 
thing which has no actual existence, such as Naturalism 
and Humanism have adopted. Mere creations of the im- 
agination can not serve as practical models. Cicero says 
"The philosophers describe the perfect wise man as he 
should be if ever he appears ; but we have as yet not seen 
one." 

Furthermore, this ideal man varies according to the 
conception of nations and ages. Thus, the Athenian's 
ideal was harmony and beauty of mind, whereas, that of 
the Spartan and the Roman was the warlike hero. 

Jesus Christ, the Ideal of Education. 

Christianity alone, possesses in her founder Jesus 
Christ the true ideal of education, perfectly conforming 
to all that may be required of an ideal, for this ideal — 

I. is a historical personage; 

II. contains in Himself all perfections; 

III. can and ought to be followed. 

I. Jesus Christ is a historical personage. This is 
proved — 

1. By the Evangelists, whose testimony is reliable 
because they could tell the truth, they wanted to tell it, 
they were obliged to tell it. 

2. By the heathen writers, Tacitus, Suetonius and 
Pliny, the Jewish historian Josephus Flavins, and the 
religious work of the Jews, known as the Talmud. 

3. The existence of Christianity, itself, is a grand 
testimony of the fact that Jesus Christ really lived. No 
work without an author, no religion without a founder. 

17 



II. Jesus Christ contains in Himself all perfections. 
1. Jesus Christ as man is without fault, without 
mental or moral weakness, without sin or error. 

This is the testimony not only of His friends, but even 
of His opponents. Hence, He could ask of His most bit- 
ter enemies "Which of ye shall convince me of sin?" 

2. Jesus Christ is the purest mirror of all virtues — 

(a) In His relation to God. Love of His Heavenly 
Father, zeal for His honor, piety and fervor, humility, 
obedience, entire resignation to the divine will, appear 
in the most beautiful manner throughout His life. 

(b) In His relation to His fellowmen. The personality 
of Christ is a wonderfully brilliant example of disinter- 
ested charity, humility, meekness, patience, obedience 
and love towards parents and all other authority. "He 
went about doing good," as the Evangelist says. — In a 
special manner Christ is a model of all domestic virtues. 
In His secluded life at Nazareth we must admire His 
humility and obedience, His diligence, contentment and 
retirement. 

3. All virtues are united in the Saviour in the most 
perfect degree and manner. All virtues, even those appar- 
ently incompatible, are found in Him blended in the most 
perfect harmony and symmetry. "We there find the pro- 
foundest interior life combined with untiring labors 
among His fellowmen. We find a mind continually dwell- 
ing on heavenly things and yet tenderly concerned with 
the weal and woe of mankind. We find in Him a burning 
zeal for God's honor combined with calmness and circum- 
spection; a holy gravity of manner combined with meek- 
ness; an awe-inspiring majesty linked with a winning 
charity and condescension; fearless frankness and pro- 
foundest humility ; stern justice and gentle mercy; unre- 
lenting hatred of sin and tender love for the sinner ; sub- 
limity and majesty united with the most touching filial 
piety." (Hake) 

18 



4. Jesus Christ ranks so high above all human 
ideals that none before or after Him have ever come up to 
Him and His perfection must ever remain unattainable, 
(a) All ideals of antiquity, even those models of virtue 
presented by philosophers fall short of the picture to such 
a degree that a comparison is not even possible. Socrates, 
whom Euripides calls the wisest of all wise men, was self- 
conceited, full of superstition and tainted with the vices 
of his age. The magnanimity of Cato towards his enemies 
was merely contempt. The picture which Plato gives us 
of a just man suffering innocently, pales before the 
majesty of Christ in His Passion. 

Furthermore, all intelluctual and moral heroes of an- 
tiquity such as Socrates, Plato, Aristotle, Cato, Zoroas- 
ter, Moses and others, bear the impress of their own 
time and nation. Christ on the other hand, both in genius 
and nobility of purpose stands high above His time and 
people, and represents man in the highest type of per- 
fection, the living ideal man. His person bears the char- 
acter of universality and supernationalism. 

(b) As a model of human perfection Christ has found 
numerous followers among all nations and in every centu- 
ry of the Christian era. "All other sages," says Voltaire, 
"could not even influence the morals and manners of the 
streets on which they lived." Jesus has made His in- 
fluence felt throughout the whole world. 

Great is the number of those who have attained a 
high rank in following a life of perfection, especially, 
among the Saints of the Church. Nevertheless, not one 
has been able to equal the grand ideal in all its beauty 
and perfection. 

III. Jesus Christ can and must be followed. 

An ideal is always a standard which can be followed 
with a varied degree of success, but can never be com- 
pletely reached. St. Thomas' of Aquinas says, "It Js] not 

19 



necessary that the imitator be equal to his model in all 
things; it is sufficient if he becomes like him in some 
degree." 

The Saints prove that we can imitate Christ. They 
have incorporated within themselves the Spirit of Christ 
and in thought and action striven to be like Him. 

Now, if we can imitate Christ, we ought to do so. He, 
Himself, demands it of us in these words: "I have given 
you an example that as I have done to you, so do you 
also." (John 13, 15) By the imitation of Christ man may 
be made "perfect, furnished to every good work," as St. 
Paul says, and thus enabled to attain his temporal and 
eternal aim and purpose. 

The life of Christ contains the grandest, the most sub- 
lime Pedagogy beyond all power of human expression. 

PART III. 
MEANS OF EDUCATION. 

By means of education we designate every thing by 
which the educator exercises an influence upon the pupil 
in order to attain the end and purpose of education. 
This influence may be exercised by word, or teaching, 
and by deed, or discipline. 

Under the first head are embraced instruction, ad- 
monition, command and prohibition; under the second 
head, accustoming or habituation, example and super- 
vision. As additional means of discipline we may em- 
ploy reward and punishment. 

These means correspond to the fundamental powers 
of human nature ; but they meet only the natural require- 
ments of man and are, therefore, called natural means of 
education. Since, however, man is destined not only for a 
natural end but created for a higher, supernatural end, 

20 



he needs, besides the natural means enumerated, some 
supernatural helps, means of grace which are furnished 
by religion, viz ; prayer, the holy sacraments, and the 
cult, that is the religious rites and observances, of the 
Church. The supernatural means presuppose the natu- 
ral; one supports and completes the other. 



Natural Means of Education* 
Habituation. 

1) In the order of time the first means employed in 
the education of the child is habituation. By this is 
meant the frequent repetition of certain modes of action, 
in order to incline the pupil towards such actions and 
produce an aptitude for them. 

2) The educational value of habituation consists in 
producing an inclination to do what is good. Just as fre- 
quent repetition of corporal exercise produces facility of 
action because the body thereby gains strength and skill, 
so also by frequent repetition of moral acts, the will is 
made strong and disposed towards them. 

"Practice," says Antoniano, "makes even such things 
agreeable which are burdensome and uncongenial to our 
nature. How easy and agreeable, then, must habit make 
those things which correspond to our nature as for in- 
stance, virtue." Plutarch says, "Virtue is a long con- 
tinued habit." 

3) Accustoming the pupil has a great educational 
value because it helps to strengthen conscience and de- 
velops the love of what is good, true and beautiful, even 
before the child comprehends these ideas or clearly un- 
derstands the causes of its actions. To accustom means 
to prepare the soul for the sowing of the seed of true 
morality. 

21 



4) Habituation or practice produces habit. Habit 
exercises such a power over man that he obeys it almost 
without will in what is good as well as in what is evil. 
Hence, the words of Holy Writ— "It is a proverb: A 
young man according to his way, even when he is old, he 
will not depart from it." (Proverbs 22, 6) 

Many sayings, old and new affirm the same truth, as, 
"How use doth breed a habit in a man." (Shak.) "Noth- 
ing is stronger than custom," (Ovid) "Practice makes 
perfect." (Proverb) 

5) In order that good habits be implanted in the pu- 
pil the educator must begin his work early when the will 
is still pliable and the heart is free from the noxious 
weeds of evil. Hence, the saying, "Just as the twig is 
bent the tree's inclined." 

6) Foremost among those things to which a child 
should become accustomed are the virtues corresponding 
to his age and conditions, especially obedience, truth- 
fulness, modesty, industry, and love of order. To give 
to these virtues a higher, supernatural value, they must 
become Christian virtues, the child must be taught to 
practice them for the love of God. 

7) While we accustom the pupil to do good we must 
disaccustom him to evil. As soon as any symptom of evil 
appears the educator must begin his work of rooting 
out and preventing further growth of the evil, according 
to the well known words of Ovid: "Resist the beginnings! 
Too late will the remedy be prepared when by every de- 
lay the evil has grown strong." 

The best way to break children of evil habits and 
practices is to accustom them to do what is opposed to 
such habits without wasting words about them. Untir- 
ing, persevering and determined effort on the part of 
the educator can not fail to succeed. 



22 



Example* 

Idea and Importance. 

1) By example, we mean a living model or pattern 
suitable for imitation, especially, with regard to religion 
and morals. Example is the word of the educator trans- 
lated into action, the concrete image illustrating his 
doctrine. 

2) The efficacy of example is based upon the imita- 
tive instinct which is especially strong during the years 
of childhood. Hence, the environments of the child, pre- 
eminently the behavior and bearing of parents and teach- 
ers, exercise the most lasting influence. The conver- 
sation and actions of adults are the spiritual atmosphere 
surrounding the child on all sides and they either 
ennoble or corrupt. 

By the good example which the child witnesses from 
day to day conscience is awakened and strengthened ; by 
bad example daily seen, conscience is weakened and 
destroyed. 

Furthermore, by observing the various kinds of work 
performed by farmers, mechanics or teachers, the child 
learns to know these works and is induced to imitate 
them. Thus, manners and customs, arts and accomplish- 
ments, are transmitted to the growing generation. 

3) Heathen and Christian writers have at all times 
laid great stress upon the importance and power of ex- 
ample in the education of youth. 

Seneca says: "Long is the way through precepts, 
short and effective through examples." Dr. Johnson ex- 
presses the same idea in his Rasselas when he writes, 
"Example is always more efficacious than precept." 
"Verba movent; exempla trahunt" — "Words move; ex- 
amples draw", is an old adage. 

23 



Quintilian writes : "Tender youth attaches itself to 
all beings that surround it, grows, develops, and forms 
itself according to their image, and soon children during 
the years of adolescence exhibit the manner of their 
teachers." 

St. Chrysostom remarks: "Just as a fragrant ointment 
does not shut up its fragrance within itself but exhales 
it and fills the surrounding air with its sweetness, so also 
noble and admirable men do not conceal their virtues but 
exercise by them a wholesome influence upon many." 

4) It is a sacred duty of educators at all times to 
give their pupils a good example, always to be, to do or 
to avoid that which the children should be, do or avoid. 

The great Bishop Sailer says: "The good example of 
parents is the best catechism for the children and the 
best mirror in the house." St. Monica and St. Blanca 
educated holy sons because they, themselves, were holy. 

5) Hence, the sages of antiquity demand that educa- 
tors should light up the paths of their pupils by the ex- 
ample of a blameless life. 

Plato writes: " Those who educate youth should fur- 
nish them their own holiness as a model." 

Pliny the Younger admonishes a certain mother to 
entrust her son to such an educator who above all would 
instruct him in good morals and then in eloquence; "for 
eloquence without morality is inferior eloquence." 

6) That which the most celebrated men of ancient 
times ask of the educators of youth, Jesus Christ has in 
the most perfect manner practised and taught. The 
Evangelist says that "Jesus began to do and to teach." 
(Acts 1, 1) Thirty years He spent in the lowly cottage at 
Nazareth in order to give to the world a good example; 
only three years did He devote to teaching in public. 
Hence, His injunction: — "Learn from Me." Thus, also, 
St. Paul admonishes his disciple, Titus, "In all things 

24 



show thyself an example of good works, in doctrine, in 
integrity, in gravity." 



Qualities of Example. 

1. In order that example be effective it must pos- 
sess the following qualities, viz : 

(a) It must be true ; not merely a mask. If the edu- 
cator would speak or act differently than he thinks and 
feels he would be a hypocrite. Children would soon dis- 
cover the difference between his actions and his convic- 
tions and would either become hypocrites themselves or 
lose all respect for the educator. 

(b) It must be adequate, i. e. adapted to the bodily 
and spiritual powers and needs of the child in as far as 
imitation on the part of the child is concerned. 

(c) It must be continual and persevering in order 
that it may enter into the soul of the child and overcome 
all obstacles, Robert Southwell's words on this point 
are very appropriate: 

"Drops will pierce the stubborn flint, 
Not by force, but often falling." 

(d) It should be attractive so as to create in the 
child a likeing for it and incite to imitation. Every 
good action must be performed, not with a stern and 
gloomy mien, but with a willing heart and cheerful 
disposition. 

2. The perversity of human nature prompts man to 
follow a bad example rather than one that is good. As 
scurvied sheep will infect a healthy flock so "bad ex- 
amples corrupt good morals." 

It is, therefore, one of the foremost duties of educa- 
tion to guard children against bad example, or when this 
is impossible to strengthen them that they may be de- 

25 



termined to resist the evil examples presented by their 
environment. "Make it a point of honor, says Alban 
Stolz, to resist the strong current of evil like the stone 
in the brook, and in this matter, at least, to be justly 
stubborn." 

Above all, let parents and teachers beware lest they 
themselves give a bad example. How terrible is the cry 
of woe which the Savior utters in speaking of him "who 
scandalizes one of these little ones." 

Old Eleazar would not take upon himself even the 
appearance of scandal. And St. Paul declares: "Where- 
fore if meat scandalize my brother: I will never eat flesh, 
lest I scandalize my brother." (I. Cor. 8, 13) 

Instruction. 

Idea, Purpose and Qualities of Instruction. 

1. To instruct means to exercise an educational 
influence by imparting one's own knowledge and skill 
to others. Instruction is naturally linked with example 
and makes the latter clear and effective. 

Frequently the child would rather follow its own in- 
clinations than the example of the educator. Thus, a 
child will eat unripe fruit, take things belonging to oth- 
ers, quarrel and fight with others, although its parents 
never do any of these things. Hence, example must be 
supplemented by the word of instruction, and made 
clear to the child's understanding. 

2. Instruction has a threefold purpose. It looks 
toward 

(a) Religious and moral education. The pupil 
should by instruction receive an insight into the funda- 
mental doctrines of faith and morality, his duties towards 
God, his fellowmen and himself, and into the proper 

20 



motives of his actions, in other words, an insight into 
the what, the how, and the why of his behavior. 

(b) Intellectual education. By means of instruction, 
especially that given in school, the pupil should receive 
a certain amount of knowledge or spiritual treasures, for 
the material and formal development of the mind. 

(c) Technical education, i. e. instruction in mechani- 
cal arts and industries and development of accomplish- 
ments for practical life. 

From what has been said it becomes evident that in- 
struction is one of the most important factors in educa- 
tion. Instruction makes the pupil acquainted v itli the 
moral laws that must guide his actions; it influences 
his knowledge and his conscience so that knowingly and 
with a free will he chooses what is right; it implants in 
his soul correct views and principles and, thereby, helps 
to form his character. Instruction is the guidance of 
life; it leads the pupil, above all else, to acquire self- 
reliance and moral freedom. 

3. Instruction must possess the following quali- 
ties, viz: 

(a) It must be adequate, that is, adapted to the age 
and individuality of the child. 

(b) It must be clear, so that the child may under- 
stand it without difficulty. 

(c) It must be brief and to the point; all unnecessary 
and irrelevant talk must be avoided. A child cannot 
digest long-winded discussions and exhortations. 

(d) It must be objective and practical. Instruction 
should, wherever possible, be given in connection with 
real events and occurrences in life and nature, and illus- 
trated by suitable examples and pictures. 

Important events and striking occurrences in every 
day life may be made the source of practical instruction ; 
or, as Jean Paul says, "A great misfortune and a great 

27 



good fortune, a great crime and a great noble deed are 
building-grounds for an itinerant shrine of childhood." 

(e) It must be perservering. A statement may not 
be effective the first time. Frequent repetition, united 
with patience will at last bear the desired fruit. 

Sailer compares the labor of instruction to that of 
driving a nail. One blow will not fix it firmly ; repeated 
blows are needed to give it stability. Thus the word of 
instruction must again and again be driven into the soul, 
the very life, of the pupil, that it may become firmly 
fixed therein. 

Command and Prohibition. Admonition. 

1. A direct demand on the part of the teacher requir- 
ing of the pupil some definite act contains either a 
command or a prohibition. 

Commands and prohibitions must be moral, reason- 
able, clear and concise, sparingly used and firmly and 
consistently executed. 

Commands and prohibitions should be given to the 
smaller children without any explanation of the reason 
of such orders. As the pupil grows older he will, himself, 
become convinced of the justice of these demands and 
will thank his teacher for them. 

2. Whenever instruction assumes the character of 
earnest, impressive exhortation in order to induce the 
child to do what is good or to keep it from doing what 
is bad, we call it admonition. In order that admonition 
be effective three things are necessary, viz : 

(a) The educator must oossess the respect and con- 
fidence of the pupil. 

(b) The admonition must not be general in its char- 
acter, but refer t ^articular cases, hence, induce the 
pupil to perform a r artain good action or avoid a certain 

fault. 

28 



(c) Admonition should be founded not merely on 
temporal, worldly motives, but on the higher motives 
"which Christian Religion furnishes to us. 

"How poor and insufficient is an education which 
attempts to get along without Christian faith. How con- 
vincing is an admonition based upon the Christian truths 
of the omniscience of God, of His love, His justice, His 
judgment, the Passion of Our Lord. Certain passages 
of the Bible are the most powerful forces for influencing 
the youthful mind. All that a mere worldly education 
can employ for this purpose, is like so many flakes of 
snow which have no stability in time of temptation, and, 
melting, leave the heart empty, cold and cheerless." 
(A. Stolz) 

Surveillance. 

By surveillance we mean the act of overseeing and 
watching exercised by the educator for the purpose of 
inducing the pupil to do what is good and of preserving 
him from evil. 

It is not sufficient to make rules and regulations for 
the pupil, to issue commands and prohibitions, but one 
must also, by careful supervision, see to it, that these 
rales and orders are really observed. 

Surveillance is especially necessary during the 
period of early youth because children, being fickle, 
light-headed and inconstant, easily forget the instruc- 
tions they received; furthermore, because their will 
is yet weak and they are by nature more inclined to 
evil than to good; lastly, because, on account of their 
ignorance and inexperience, they do not realize the 
dangers to which they are exposed e "qm within and 
without. 

Surveillance of children is the duty of parents, 
29 



teachers and pastors. In the family, servants and older 
children may be employed to assist in the work of sur- 
veillance, but can never supply the place of parents. In 
school the work of surveillance belongs to the teacher. 
Older pupils may be employed in case of urgent neces- 
sity, but in such case must never be allowed the right 
of punishing delinquents. 

The educator must act as the visible guardian angel 
of the children, must remind them of their duties with 
loving solicitude, protect their innocence and, as far as 
possible, ward off all bodily and spiritual dangers which 
may threaten them. St. John Baptist de La Salle says to 
the teacher, ''It may be said of you in a certain sense 
that you are bishops, i. e. guardians of the children en- 
trusted to you. It is therefore, your sacred duty to watch 
over them; for you must one day, as St. Paul says, ren- 
der to God an account of their souls. If one of them 
through your fault is lost, He will— He has said it and 
He will do it, — ask of you soul for soul." 

Surveillance on the part of educators must extend: — 

(1) To the educators themselves, lest they by word, 
gesture, act or omission, be to the children an occasion 
of sin. 

(2) To the children, especially, 

(a) In regard to their surroundings, associations 
and companionship, ex. servants in the household, 
schoolmates and playmates. Here the proverb finds ap- 
plication, "Tell me with whom you associate and I will 
tell you who you are." 

Among those places which may be dangerous to child- 
ren must be enumerated certain theatres, moving pic- 
ture shows, and public places frequented by immoral or 
otherwise undesirable people. Such places are often the 
graves of innocence. Children do not belong there. 

30 



(b) In regard to what they read. 

Reading matter suitable for children and young peo- 
ple in general must possess the following qualities : 

Its contents must be morally pure, never offend- 
ing against the spirit of Christianity or patriotism, 
adapted to the age and mental capacity of the children, 
and tending to an all sided development of the soul's 
faculties. 

Its language must be correct, clear and refined; 
its outward appearance, (print, paper and binding) sub- 
stantial and attractive. 

Romances, sentimental novels and especially those 
of the so-called "dime novel" class, detective stories, 
stories of robber life and of highly sensational adven- 
tures tending to produce an overwrought and unhealthy 
imagination, do not form proper reading matter for our 
youth. The books best suited are those which draw their 
material from actual life, from history, travel, or the 
study of nature. 

Fortunately our modern Catholic literature is rich in 
suitable juveniles, so-called, as may be gathered from 
the catalogues of our Catholic publishing houses. 

Sometimes our children bring books from the public 
libraries entirely unfit for their perusal. Supervision on 
the part of educators is absolutely necessary with re- 
gard to these books. 

(c) In regard to pictures. The exhibition, sale, and 
distribution of objectionable photographs, post cards, 
moving pictures and the like, form a serious danger to 
the morals of our youth and have grown to alarming 
proportions. 

Ceaseless vigilance must be exercised to protect the 
innocence of our children from this deadly poison. 

(d) In regard to the deportment of the children. 

31 



In Church — Children should have fixed places as- 
signed to them. The teacher must insist upon respectful 
bearing, and a proper use of prayer-books. 

In School — Entering and leaving, general bearing, 
care and arrangement of books and utensils require 
supervision. 

On the Way to and from School — Shouting and 
boisterous behavior, quarrelling and scuffling, throwing 
of stones etc., must never be tolerated. 

Qualities of Surveillance. 

In order that surveillance be effective it must have 
the following qualities, viz : 

(1) It must be general, i. e. extend to all children, 
because they all are weak and need watching. Experi- 
enced teachers will not neglect the surveillance even of 
children of a quiet disposition and model piety. Quiet 
dispositions sometimes conceal passionate tendencies, 
while virtue and piety need tender and prudent care in 
order that they may grow and become strong. 

(2) It must be constant and persevering. A certain 
writer says, "If parents had a hundred eyes, they 
would require the full hundred to watch over their child- 
ren." Private reading, writing, correction of exercises, 
or work foreign to school work should not be performed 
by tbacher hiring recitation hours or intermissions, 
lest e neglected. 

.^ W iOglCc. " ° . . 

i m. punctual. Punctuality requires that 

. i jiiri. Ihe ii. . _. , , 

the ^i I.,, , jpost in time. 1 he teacher s example 
. xj 'itul child shou ? * ■ 

insula , ,1V nts disorder, saves punishment, and 

preserve^ i -i * drit in the school. Punctuality on the 

part of the teac. r enables him to prepare and arrange 

properly all things necessary for the regular routine and 

discipline of the school. 

32 



(4) It must be candid and kind, not stealthy and 
suspicious. The teacher must show by his manner that 
he does not doubt the good will of the children, but fears 
their weakness. He should never play the secret spy. He 
should not display satisfaction at his skill in discovering 
their faults, but sorrow on account of their misdemeanor 
and the necessity of reprimanding and punishing. 

(5) It must be adequate or adapted to the age and 
condition of the children. Little children need the great- 
est supervision both in bodily and spiritual matters. As 
the child advances in years and knowledge the direct 
supervision must gradually yield to an earnest appeal to 
the child's judgment and sense of duty. 

*The object of surveillance may be summed up thus: 
Observe everything, prevent many things, punish spar- 
ingly, daily recommend the little ones to the protection 
of God and the care of His holy angels. 

Reward and Punishment. 

Necessity. 

Man ought to do what is good and right because it 
is good and right and pleasing to God, and he would, no 
doubt, do so if he still possessed all those mental and 
moral powers which he possessed before the firs t t e i.U. 
Christianity and experience, however ; n 

consequence of original sin, man is mo yragw*fis*tt4U rd 
the bad than the good and frequently P * OT brigfrw. :e 
of what he knows to be right. H^r attractivenej y 
means hitherto discussed are not sum\ they be r erve 
him on the path of duty; but extracrd : " on gJT:eans are 
required, namely rewards and punishments. These are 
especially necessary, yea indispensable, during the period 
of childhood, when sensual nature predominates and 

33 



knowledge and moral strength are not sufficiently de- 
veloped to counteract its harmful influence. 

God, Himself, made use of rewards and punish- 
ments and continues to do so in the education of whole 
nations as well as of individuals, as is shown by history 
and numerous passages of the Old and New Testament. 

In like manner we find in the enactments of law 
among all nations that punishments are fixed for trans- 
gressions of laws. There is no civilized nation without 
this safeguard of social order. On the other hand we 
often find that rulers and government authorities pub- 
licly reward extraordinary deeds and deserts. 

Hence, experienced educators have from the begin- 
ning applied rewards and punishments wherever the or- 
dinary means of education were not sufficient to attain 
the desired result. 

General Principles. 

Rewards should encourage towards what is good, 
punishments should deter from evil. This general prin- 
ciple must never be violated. In applying this principle 
a few general rules must be remembered, viz: 

(1) The educator must take into consideration the 
peculiarities of the children, their bodily condition, 
their age, sex, disposition, and previous environment 
and treatment. 

(2) Rewards and punishments should be natural, 
i. e. foDew logically from the character and natuie of the 
actions. The Jiar should find no conldence; the 
truthful child should be trusted. Sociable, friendly, kind 
children should bo allowed to join with the others; quar- 
relsome pupils should be placed by themselves until they 
promise reform. Those who are punctual, docile, obedi- 
ent, may be entrusted with certain offices of importance, 

34 



e. g. monitors, helpers ; those who are careless, slovenly, 
stubborn, should be barred from such distinctions, etc. 

(3) Never punish or reward unless such punishment 
or reward be deserved; be impartial and just towards all. 
If there is anything which is likely to produce feelings 
of opposition, bitterness, jealousy, hatred and revenge 
on the one hand and pride, arrogance with all its conse- 
quences on the other, it is unjust preference of certain 
particular pupils, so-called pets. As a rule, those who are 
thus preferred turn out to be the most ungrateful of all. 
There is great danger in this matter since one is natu- 
rally drawn towards those whose manners, talents and 
general characteristics are pleasing, while others of a 
quiet, retiring disposition do not so readily attract 
attention. 

(4) Rewards and punishments should be applied 
like medical remedies — not too often or unnecessarily. 
Always consider beforehand what impression they may 
and do make upon the pupil to be rewarded or punished 
and upon his schoolmates. 

Reward. 

Only such actions which are performed with a good 
intention, which depend upon free will, and which need 
encouragement, should be rewarded. 

The greater the difficulty in performing the work, 
the more they need reward as an encouragement. 

Children should not receive rewards for brightness of 
intellect, good and reliable memory, or attractiveness and 
pleasant manners. Much less should they be rewarded 
for good actions performed out of wrong motives, for 
indifferent actions, or for faults. 

The means of reward best suited to our common 
schools are: — 

35 



(1) The expression of satisfaction or approval, 
That teacher is to be congratulated whose pupils con- 
sider his approval as sufficient reward and his displeas- 
ure as a punishment. This is possible only where the 
teacher holds the love and respect of his pupils. 

(2) Granting some harmless recreation. Among 
suitable rewards of this class may be mentioned, games 
and drills, excursions to some park or garden, story 
telling, etc. 

(3) Prizes and gifts, such as pictures and merit- 
cards, or good books adapted to the age and capacity 
of the children. These latter must not be too expen- 
sive nor should they be given except on special oc- 
casions and for special merit. 

(4) Placing pupils according to their diligence and 
behavior and promoting them for just reasons. Such 
promotion should not be made for one single answer or 
task; but for continued diligence and notable progress 
in all branches of the curriculum. 

Changing of places should not occur too often not 
too seldom. Many disadvantages result from allowing 
the same children to sit side by side for too long a 
time. 

Punishment. 

All punishments should be either deterrent or cor- 
rective, hence, should be applied only on account of 
such faults that depend upon the free will of the child- 
ren and by them are known to be faults. 

Punishments must never be given on account of de- 
fects which are natural or have been contracted through 
some misfortune ; for example, natural dullness, organic 
defects of speech or hearing, lack of memory etc. Nor 
should punishment be given for faults committed 

36 



through ignorance, or, perhaps, even with a good inten- 
tion; actions which in themselves are indifferent, or 
such that convey their own punishment. 

The following forms of punishment are most 
suitable in school: — 

1. Reprimand or censure. — Its effect depends 
upon the personality of the teacher and the manner 
of applying the punishment. 

(a) The teacher must by his personality possess 
the love and respect of the pupil. Otherwise the teacher 
may sometimes succeed in regulating and enforcing his 
demands through fear, but he will not produce a real 
and lasting improvement. 

(b) The teacher must seriously examine whether 
he has not himself deserved the reprimand on account 
of his own carelessness or neglect, and, through peda- 
gogical errors has caused the mistakes which he is about 
to reprimand. 

(c) All reprimand must be brief and never develop 
into a phillipic or scolding harangue. Such long wind- 
ed reprimands always betray the teacher's own weak- 
ness. Appeals to the pity of the children for his own 
annoyances and disappointments are without avail. The 
weak will respect none but the strong. 

(d) All sarcasm and all remarks provoking laughter 
on the part of the shoolmates must be carefully shunned, 
for reprimands must have their source in the love of 
the teacher for his pupil. 

(e) Reprimands should never weaken or destroy the 
pupil's sense of honor. Those things in which the pupil 
has been correct and dutiful should, also, find recogni- 
tion. 

(f ) Never reprimand an entire class for the faults 
and transgressions of individuals. This causes ill feel- 

37 



ing and doubt in the justice and ability of the teacher. 
Awaken and strengthen in your pupils the sense of 
honor. 

2. Exclusion of children from the games and 
recreations of others, or deprivation from some 
favorite school function. This remedy dare not be em- 
ployed except in rare cases and only when it is certain 
that such deprivation really constitutes a sacrifice on 
the part of the pupil. 

3. Detention, or curtailing of free time. The 
exclusion from play and the loss of liberty are very 
painful to children. 

Children who are "kept in" should never be detained 
in any other than the schoolroom. They should not be 
left without surveillance nor without suitable occupa- 
tion. 

If children are kept after school hours their parents 
must be informed of the fact and the cause of such de- 
tention. It is not prudent to keep children for a long 
time after school and it is a mistake to keep them back 
from their meals. 

Detention during intermission is a natural form of 
punishment for pupils who have failed to do the re- 
quired work, or have done it carelessly. 

4. Tasks. These may be assigned for neglect of 
work, inattention, disobedience. Opinions on the value 
of tasks as a punishment are divided. An English 
authority says on this point: "It is asserted, and with 
some truth, that they (tasks and impositions) create a 
distaste for school work, and so while attempting to 
check one evil, they succeed in producing another; that 
is, the remedy is thought to be worse than the disease. 
There is the further consideration that they punish 
the teacher at the same time, and often bring him 

38 



in conflict with unreasoning parents." (Dexter and 
Garlick, School Method) 

5. Segregation. The punishment of placing a 
pupil apart from the others, may be applied in cases of 
talkative children, or when a child by pranks or mis- 
chief making disturbs others at their work. 

6. Lowering or reducing in rank, moving down, 
class degradation. This form of punishment can be 
used only in cases of repeated and protracted inatten- 
tion or laziness; never on account of one failure in 
answering a question or performing a task. 

7. Corporal punishment. Much has been said and 
written for and against corporal punishment. Some 
writers on pedagogy have gone to extremes in their 
opinions. 

To the one class belong the so called Philanthro- 
pists, who condemn all forms of corporal punishment. 
Holy Writ knows nothing of their sentimental and 
effeminate education but directly recommends "the rod". 
Furthermore experience does not bear out the opinion 
of the Philanthropists, although theoretically very 
attractive. 

There is another class of extremists who hold that 
corporal punishment is the only effective form of punish- 
ment and ought to be regularly employed. This opinion 
is absolutely reprehensible. 

It is certain that corporal punishment can not be 
entirely dispensed with ; however, it should not form 
the rule but the exception and should be used only 
as a last resort when all other means have failed. 
Diesterweg says, "Woe to the school in which the 
rod must govern; but woe, also, to that school in 
which the rod is never and nowhere allowed to be 
the ultima ratio I" 

39 



A. Reasons for corporal punishment. — Several re- 
sons may be given in favor of corporal punishment. 
Foremost among them are : — 

(1) Every-day experience which proves that the 
common school is attended not only by good and well- 
bred children, but also by such already spoiled or sadly 
neglected who are insensible to words of reprimand and 
can only be induced to obedience by bodily pain. 

(2) The history of pedagogy which shows that cor- 
poral punishment was not only applied among all civil- 
ized nations but advocated by the great majority of 
pedagogues of all ages. 

Pestalozzi whose mildness is characteristic says on 
this point, "We are certainly wrong when in our en- 
deavors to overcome the sensual passions we expect 
everything from the force of empty words and to sup- 
pose that we can guide the will of the child without 
punishment, merely by verbal representations and ex- 
planations. We imagine our humaneness to have de- 
veloped to such a degree of tenderness as would in 
no case allow us to think of the disgusting and bru- 
tal means of flogging. But it is not the delicacy of 
our humaneness; it is its weakness that guides us. 
We know neither the consequences of the power exer- 
cised by love, nor those of that weakness that shrinks 
from every form of punishment. You can see the 
effects of such weakness in our prisons and asylums 
and hear amid tears and rage the complaining voice 
that says — 'Had my father and my mother punished 
me for my first evil deed I would not now be an 
abomination before Gfod and man.' " 

(3) Holy Scripture which repeatedly recommends 
to parents the use of the rod. 

Thus we read, Proverbs 13, 24, "He that spareth 
the rod hateth his son; but he that loveth him cor- 

40 



recteth him betimes." And again, Prov. 23, 13, "With- 
hold not correction from a child: for if thou strike him 
with the rod he shall not die." 

Excessive kindness and leniency exercised at the 
wrong time may be nothing less than cruelty. 

B. When, where and how are corporal punishments 
to be given? — Slight corporal punishment may some- 
times be practical in the correction of younger pupils 
in whom the sense of moral responsibility is not yet 
fully awakened and by whom an appeal to personal 
honor is not understood. 

Children above the age of ten or eleven years ought 
not to require corporal punishment. If at such an age 
it is necessary one may safely conclude that the pre- 
vious education was not what it ought to have been. 

Corporal punishment in school should be used only 
as a last resort, when all other means of punishment 
have failed. 

Corporal punishment ought not to be given to/ 
girls. 

Transgressions which may justify corporal punish- 
ment are, open disobedience, continued stubbornness 
and obstinacy, rudeness and cruelty towards man or 
beast, gross impudence in word or action, wilful de- 
struction of property, theft, and impertinent lying. 

Corporal punishment should be given in the school- 
room by the teacher himself; in no case by one of 
the larger pupils. 

It is advisable never to punish without witnesses 
in order to guard against false a3cusation3. 

The proper instrument for corporal punishment is 
the rod. The application is to be made upon the open 
palm. 

The rod must never be applied in a manner which 
offends against the sense of propriety. 

41 



All corporal punishments savoring of coarseness, 
vulgarity or cruelty, or endangering the pupil's health, 
are out of place. 

Teachers (save the mark !) have been known to re- 
sort to such punishments as pulling the hairs and ears, 
striking with the clenched fist, strikiug the pupil in the 
face or on the head, bumping the pupil's head upon the 
desk, applying the rod to the finger tips, etc. 

Should there ever be a transgression requiring an 
extraordinary punishment, it is prudent to consult the 
pastor or principal of the school, before proceeding in 
the matter. 

General Rule. Have a rod in some convenient 
place and, then, try to get along without it. 

C. The teacher before, during, and after punishing. 
"An ounce of prevention is worth a pound of cure." 
Punishment is a most disagreeable task both for the 
teacher and the pupil. The teacher must strive to avoid 
the necessity of punishment, (a) By conscientious pre- 
paration for his entire schoolwork. (b) By making his 
classes interesting and instructive, (c) By thorough and 
persistent order, (d) By preserving a cheerful mood 
and manner. 

1. Before punishing the teacher should ask him- 
self whether or not he, himself, has through negligence 
or some pedagogical mistake occasioned the transgres- 
sion for which he is about to punish the pupil. Dinter 
says: "Out of every ten blows or cuffs the teacher gives 
to his pupils, nine rightly belong to himself." 

The teaher should well consider which form of pun- 
ishment is most suitable in the present case. 

The pupil must be made to understand the gravity 
of his offence and be earnestly admonished not to 
repeat it. 

42 r * 



2. As to the teacher's behavior at the time of the 
punishment, Kellnersays: "Every punishment must be 
given in such a manner that the pupil feels and under- 
stands that the teacher punishes by the authority and 
in the spirit of a higher authority, with earnestness 
and severity, but also with love for the pupil and sor- 
row for being under such an obligation." 

St. John Baptist De La Salle says: "Those who 
are about to punish should be guided by the spirit of 
God and ask His assistance, in order that they may 
proceed with prudence and in a manner most suitable 
to reform the transgressor." Fr. A. M. Weiss, O. P. 
expresses the same idea in these words: "The rod must 
be bound together with the Our Father and applied with 
a "God bless it!"— 

3. After punishment the teacher should bear no 
grudge against the child nor should he make repeated 
allusions to the matter. When the punishment has been 
given the incident is closed. 

Supernatural Means of Education. 

Since the end of man is a supernatural one he can 
not attain it by means of his natural powers but needs 
supernatural grace which enables him to perform actions 
of a supernatural value. 

The necessity of grace for the performance of sup- 
ernatural good works is taught by Christ, Himself, when 
He says: "As the branch can not bear fruit of itself, 
unless it abide in the vine: so neither can you, unless 
you abide in me for without me you can do noth- 
ing." (John 15, 4, 5) 

The graces necessary for the performance of good 
works are obtained by the use of the Means of Grace, 

43 



which constitute at the same time, the supernatural 
means of Education. They are especially Prayer, Divine 
Service, and the worthy reception of the Sacraments. 

I. Prayer. 

If prayer is fostered in the school and practiced in 
accordance with the spirit of Christ and the Church it 
will greatly conduce to the success of education and in- 
struction and will exercise a mighty influence upon the 
religious life of the children after they have left the 
school. 

Assistance from on high is necessary in the work of 
the educator for, "Except the Lord build the house, they 
labor in vain that build it." (Ps. 126, 1) 

The pious teacher will, therefore, not only love to 
pray, but will endeavor to awaken a love of prayer in 
the hearts of the children by practising and fostering it 
with earnest and holy zeal. Many a threat and punish- 
ment will then become unnecessary; the» heart of the 
child will become susceptible to truth and righteousness; 
teaching and learning will be made easy and pleasant. 
When piety has become second nature in the child 
it will grow deeper and stronger as the powers of the 
soul develop. 

In order that the instruction and the exercise in 
prayer be fruitful the teacher must have a knowledge 
of — (1) the formulas of prayer, (2) the spirit of prayer, 
(3) the method and manner of prayer. 

1. The formulas of prayer. 

Formulas are in themselves something external, still 
they dare not be undervalued or neglected. Christ, Him- 
self, has given a proof of their importance when He 
taught His disciples a fixed formula, the Lord's Prayer, 
and the Church has acted in like manner. If the formula 

44 



is important for adults, how much more must it be 
necessary for children who can not sufficiently express 
themselves and who would find it almost impossible to 
pray without such means. 

In teaching the formulas of prayer the teacher 
should remember the following points: 

(a) The formulas are already fixed and established. 
The teacher needs not and should not compose new 
ones. He should only teach and practice with his pupils 
those formulas which the Christian usually recites at 
home and during divine service. 

(b) The smaller pupils should begin by learn- 
ing the Sign of the Cross, the Lord's Prayer and the 
Hail Mary. The Apostles' Creed, Acts of Faith, Hope, 
and Charity, and other formulas, are taught as the 
subject is naturally suggested in the Catechism class. 
These formulas are recited before and after school hours 
in order that they may become familiar. 

(c) Children should be required to recite the pray- 
ers aloud but not to shout them. They should say them 
slowly, but not in a drawling manner. Their enuncia- 
tion should be clear and correct, but not artificial or 
affected. 

(d) As a rule, prayers in school should be recited 
standing; in church either kneeling or standing as the 
ceremonies require. The body should be held erect. The 
head should not incline forward or to one side. The 
hands should be folded. The eyes should be fixed upon 
the altar in church, or on the crucifix in the school- 
room. During the time of prayer in the school the 
teacher should face the pupils in the attitude which is 
required of the pupils. 

2. The spirit of prayer. 

In order to awaken the true spirit of prayer in the 
hearts of the children the following rules may be of 
service : 

45 



(a) Frequently remind the children that a prayer 
which is said only with the lips is of no value. 

(b) The teacher should gradually teach the children 
the necessary qualities of a good prayer, lead them to 
understand the meaning of the various formulas and 
thus develop a love and interest for prayer. Make good 
use of special occasions when they are more likely to 
pray with feeling. Such occasions are, sickness and 
death of those dear to them, solemn festivals, public 
calamities. 

(c) As in every thing, so also in this matter, the 
teacher's own example will furnish a powerful means 
towards the desired end. 

(d) Avoid overstraining and tediousness. It is diffi- 
cult for children to remain long in the same earnestness 
and fervor. The smaller the child the shorter the 
prayer! 

3. The method of prayer. 

A good method of prayer in school and church 
consists in alternately letting one division of children 
lead in prayer and the other answer. 

When the children pray in concert it is absolutely 
necessary that they keep time. 

The teacher, himself, should sometimes lead in 
prayer, thus, setting the example for the children. 



II. Participation in Divine Service, 

Holy Mass. 

It is a precept of the Church that all who have 
arrived at the age of reason are obliged to hear Mass 
on Sundays and Holydays of obligation. It is the wish 
of the Church that all who are able should, also on 
week days, attend Mass. 

46 



Wherever there is a Catholic school attached to a 
parish church all the children attending such a school 
should be present at Holy Mass each day before the 
opening of the school session. 

The teacher ought to do all in his power to pro- 
mote regular and proper attendance at Mass. 

Attendance at Mass requires: — 

A. The bodily presence during the entire Sacrifice 
of the Mass. 

Children should arrive punctually, neither too early 
nor too late. They should assemble at the school and 
proceed to the church orderly and in silence. 

Children should have their particular places in the 
church assigned at the beginning of the school year 
and should return to the school in the same order and 
manner as they went to church. 

B. Exterior devotion. 

The behavior of the children should be in conformity 
with the sacred place and function. Everything that is 
irrelevant must be strictly excluded. 

The teacher should impress upon the minds and 
hearts of the children the dignity and holiness of the 
house of God. 

He must prevent soiling of floors, damaging of walls, 
pews, etc., boisterous play near the church, excessive 
loudness in praying and singing. 

He should teach the boys to lift their caps on pass- 
ing the church. He should instruct the children in the 
manner of taking holy water on entering and leaving 
the church, how to make a genuflection, beat the breast, 
kneel and stand properly. 

He should tell them how sinful it is to cause dis- 
turbance in the house of God, to talk, laugh, and gaze 
about. Such instructions must not be undervalued. 
They are important for later years, for a life time. 

47 



The places assigned to the children should be so 
chosen that all may see the altar. The pews and espe- 
cially the kneeling benches must be adapted to the 
number and the size of the children. Crowding and in- 
convenient benches will make it impossible to preserve 
order and attention. 

The teacher's place must be such that he can oversee 
all the children. If he is at any time prevented from 
being in his place he should appoint overseers from 
among the older pupils. 

The children must know that their behavior is ob- 
served and that their misbehavior will be punished. 
Such punishment must, however, at no time be given 
in church. 

By careful observance of above rules and by untir- 
ing zeal and perseverance on the part of the teacher 
exterior devotion may be obtained and retained; but, to 
be genuine and lasting exterior devotion must be ac- 
companied by, or rather, founded upon, 

C. Interior devotion. 

We may distinguish three stages of interior devotion. 
The first consists in paying attention to the words and 
actions of the celebrant of the Mass. 

The second consists in following and considering 
the meaning of the words and ceremonies at the altar. 

The third consists in occupying oneself in special 
prayer and meditation. 

First stage. — The children from six to eight years 
should be instructed by simple and objective descrip- 
tion and, if available, by pictures. They should be asked 
to observe the priest at the altar. Even at this stage a 
brief explanation of the three principal parts of the 
Mass can be given and short prayers can be taught 
which the little ones can say at that time. The teacher 
should question them as to what they have observed. 

48 



Second stage.— The children of the intermediate 
grades should become acquainted with the meaning of 
the ceremonies of Holy Mass. They can be taught to 
make an act of contrition, at the beginning of the 
Mass, to repeat the words "Lord have mercy on us" 
etc., at the Kyrie. At the Gloria they may repeat 
the words of the angels at Bethlehem, "Glcry to 
God" etc. During the Collects they may recite the "Our 
Father and Hail Mary". At the Gospel and Credo they 
can say the "Apostles' Cieed", at the Offertory some 
short prayer which they can recite in common, etc. 
Review these prayers from time to time. 

Third stage. — The pupils of the upper grades should 
be instructed in the use of the prayer-book. Point out 
the various prayers at Mass and tell them to consider 
the meaning of these prayers. In many places it is cus- 
tomary to recite the Rosary during low Mass on week- 
days. Special little prayers may be introduced at the 
Offertory, Elevation, and Communion. Teach the child- 
ren to make a special intention when hearing Mass, e. g., 
for their parents, teachers, to ask for some favor, etc. 
It is not necessary that the children pray alcud every 
day. Now and then they should attend in silence. 

Where it is customary to pray and sing alternately, 
all should join in the prayers, but only those that know 
the songs should sing. Occasionally the teacher may 
recite some of the prayers that are found in the little 
song books used by the children, Ex. "Cascilia" and 
"Cantate" by Mohr (German and Latin) Bonvin's 
"Hosanna" (English) and Bonvin's "Sursum Corda" 
(German, English, and Latin.) — Singenberger's "Can- 
tate" and Bonvin's "Cantemus Domino" (English and 
Latin) contain no special prayers. 



49 



Serving at Mass. 

It sometimes devolves upon the teacher to instruct 
the boys who are to serve at Mass. 

The teacher should impress upon their minds the 
dignity and importance of ministering at the Holy 
Sacrifice. He should remind them that in the early 
ages only such who had received a special ordination 
(Acolytes) were entrusted with this holy office. 

He should tell them of great men, such as Charle- 
magne, Bl. Thomas More, Henry II of Germany, and 
others, who considered it a privilege to serve at Mass. 

Good behavior at all times must be absolutely 
required of those who are selected as Altar boys. 
Punctuality, neatness and graceful demeanor, are im- 
portant qualities to be considered in making the selec- 
tion. 

The various responses at the Holy Sacrifice must be 
memorized and special attention given to correct pro- 
nunciation and accent. The teacher should from time 
to time rehearse these prayers with the Altar boys. This 
as well as all rehearsals of the ceremonies must take 
place outside of the regular school hours. 

Since the Church in her liturgy is so particular 
about the minutest details of her ceremonies the super- 
vision and instruction of Altar boys should receive the 
teacher's conscientious attention. 



Rearing the Word of God. 

Children must be accustomed to pay proper atten- 
tion to the sermon and the catechetical instruction. 

The influence of the school in this matter should be 
both indirect and direct. 

50 



1. Indirectly, the teacher trains the children to pay 
attention by demanding it in all the work performed 
in the schoolroom. 

Everything that may cause disturbance must be re- 
moved. Text-books should not remain on the desk dur- 
ing instruction. The pupil's hands should be on the 
desk. The position of the body should be erect. The 
eyes should be fixed upon the teacher. 

By questions asked now of one, now of another, not 
in rotation of place but promiscuously, the teacher 
should convince himself whether they are following 
his explanation 

A thorough course of instruction in the knowledge 
and use of the mother tongue greatly facilitates the 
practice of individual interest and attention. 

The teacher should impress upon the children the 
sac redness of the house of God and the dignity of the 
priest. He should point to the good example of the 
older members of the congregation. 

2. Directly, the teacher accustoms the children to 
pay attention by strict surveillance during sermon and 
instruction. 

He should frequently examine whether they have 
understood the sermon and ask them what they remem- 
ber of it. He should, when occasion offers, refer to the 
sermon while giving catechetical instruction. 

The sermon may, also, be made the subject of writ- 
ten composition. Such work, however, must be given 
only to pupils of the advanced grades. They may state 
the subject of the sermon, the various points discussed 
together with the main thoughts embodied in them. 

The pupil under no circumstances is allowed to take 
notes in church. He may jot down the principal points 
on returning home. 

The first draft of the composition is to be made on 
a slate or a writing pad or blank Then it should be 

51 



carefully read over and corrections made by the pupil. 
Finally it should be transcribed with pen and ink into 
the composition book. 

This work must be carefully reviewed and marked 
by the teacher. 

It would be unreasonable to demand such written 
work every week. Once a month would be amply suf- 
ficient. 

Pupils of the lower grades who have been present 
during the sermon may be asked to tell orally such 
parts of the sermon as they remember. This exercise 
may form the introduction to Monday's Catechism 
class. 

Wherever children have been brought up with a 
love of their holy religion and a spirit of true piety 
it will not be difficult to accustom them to respect the 
word of God and to be obedient to its teachings. 

Various Devotions and Exercises. 

It is one of the duties of a faithful teacher to fos- 
ter in the children a loving interest towards certain 
special devotions and religious practices. This can be 
done by making them familiar with the spirit of the 
ecclesiastical year and its feasts. 

Various text books on the subject are available. 
Among them may be mentioned Goffine, "Explanation 
of the Epistles and Gospels", and Petz, "Ecclesiasti- 
cal Year" (Translated by a member of the Dominican 
Order) 

Besides the regular Catechism classes which at cer- 
tain times suggest this subject the teacher may employ 
one or the other period of the Friday afternoon plan to 
explain the various feasts and customs as well as their 
appropriate devotions. 

52 



The description of one or the other festival in the 
parish may occasionally furnish welcome material for 
composition work. 

A few suggestions on this subject may not be out 
of place. 

1. The prayers and songs for the various devotion- 
al exercises should be thoroughly practiced and re- 
hearsed. 

2. In speaking of Christmas and the events com- 
memorated by the feast the teacher should explain the 
meaning of the Christmas tree. 

3. As far as time allows, the teacher should call 
attention to the grand ceremonies of Holy Week and 
their deep meaning. The history of the Passion, the 
various blessings on Holy Saturday and Easter should 
not be neglected. The meaning of the Easter eggs is 
full of interest for the little ones. 

4. The various processions (Corpus Christi, Forty 
Hours Devotion, etc.) should be carefully rehearsed and 
watched over. The children may also be invited to help 
in the preparation for such occasions, to gather flowers, 
decorate the altars, etc. 

5. The feasts of the Blessed Virgin should enlist 
the teacher's special interest (May devotion). Also 
the patron feast of the parish, and notable Saints- 
days. 

6. Foster a deep devotion for the Poor Souls. 
(A visit to the cemetery. Care and decoration of the 
graves.) 

7. If certain sodalities and societies are established 
in the parish the children should become acquainted 
with the purpose and rules of such associations. 

In all these matters guard against two dangers, viz :— 
Devotional exercises must not become mere formalities, 
playful or trifling; much less should they be rigoristic 

53 



and extreme. Children should take part in these with 
earnestness, but gladly and of their own choice. 

III. The Reception of the Sacraments. 
Penance. 

Importance of Confession: 

Gerson, the celebrated chancellor of the University 
of Paris, writes, "A means possessed only by the Chris- 
tian Religion to guide children upon the. path that leads 
to Christ, is Confession". 

By frequent confession the child at an early age 
obtains the correct ideas of sin, guilt and reconciliation, 
which exercise such an influence in life and which sen- 
suality, vanity, and weakness, strive to misrepresent or 
deface. 

The means by which the child is reconciled to God 
in the Sacrament of Penance correspond entirely with 
the needs of the soul. Mark the depressed feeling which 
follows t f . ransgression and the evident relief which 
follows t, *| idmission of the fault. 

Wb u ft not overlook the fact that by the Sacra- 
ment oj. V Knee the child receives not only forgive- 
ness of sr but special graces to avoid sin and to do 
good. 

Freqaent r nfession during the years of childhccd 
exercises e ^'° a ^ * : ^uence in later life, outlines and 
directs the practices of a life time. 

Self-denial is an essential condition of true Christi- 
anity. No better practice of self-denial can be found 
than that which requires the child to re3ognize wrong 
doing, to regret and acknowledge it, and to make amend- 
ment. 

Finally no one can exercise such deep and lasting 
influence upon the heart of the child as a conscientious 
and prudent father confessor in the confessional. 

54 



To the confessor the child confides its inmost 
thoughts. He is the gardener who can successfully 
root out the weeds of evil and implant the flowers of 
virtue and holiness. 

Preparation for Confession. 

In order that the children may worthily receive the 
Sacrament of Penance the teacher should carefully 
prepare them for Confession. 

The tone and manner of instruction should be dig- 
nified and earnest, at the same time full of kindness, 
and condescension, and sympathy. 

The teacher should take a special interest in those 
pupils that are backward or neglected and endeavor to 
inspire them with courage and confidence. 

The words of the Catechism explaining the doctrine 
of the Sacrament of Penance must be clearly defined and 
impressed upon the memory of the children. 

The necessary formulas used in the confes f ial, such 
as "Bless me, Father etc.," "I confess to Al ftghty God 
etc.," must be well memorized and frequently i ^viewed. 
Attention must be paid to correct and deal • enuncia- 
tion of the words and a full comprehensi 1 of their 
meaning and importance. 

The teacher should assist the ^hikhv \ in the im- 
mediate preparation for Coei^ssion, i. e., ^examination 
of conscience, contrition, and purpose of amendment. 

A suitable formula of examination of conscience 
should be used; one specially prepared for children. 

The children should be taught to remember their 
sins in the order of the examen. In such a case they 
are not likely to forget them at the time of Confession. 

In awakening contrition one should endeavor to 
work upon the understanding and the will rather than 



arouse sentiment or excessive fear. Relate the Parable 
of the Prodigal Son, and inspire them with hope and 
confidence in God's mercy, and pray for them. 



On the Bay of Confession. 

1. The teacher should advise the children to spend 
the evening before Confession in retirement and prayer, 
reviewing the matter of the examen, and making acts 
of contrition. 

2. On the morning of the day of Confession all 
should attend Mass and say prayers out of their pray- 
er books, unless the teacher prefers to read suitable 
prayers for them. 

3. Cleanliness and neatness of person and dress 
should receive special attention. 

4. If the Confessions do not begin immediately 
after Mass the children should return to the school 
and remain there in silence and recollection until the 

^ -\ appointed. 

f roL . In chinch each child should have a place as- 

led, j near the confessional, nor too far 

diu- laughing or gazing about, 

. - 4.v.^t? Each child should go to 

-Quent r nfession dan ^ turn comeg; nQ Qne 

isailowJ,^'-° at r a f n ^ others. 

6. If pactices of * cnildren for Confession, 
they may Jr, s ^Jj '. • in small divisions, at fixed in- 
tervals, in orat. avoid tedious waits before their 
turn arrives. 

7. After Confession each child should go to the 
part of the church assigned for the purpose and spend 
some time in performing the penance and saying a 
prayer of thanksgiving. 



56 



8. The day of Confession should be spent in a 
spirit of recollection and gratitude to God. Boisterous 
play ought to be avoided or, at least, limited in its ex- 
tent. Beware of rigorism, however, in this as well as 
in all other matters. 



The Holy Eucharist. 

It is hardly necessary to speak at length of the 
Holy Eucharist as a most powerful means of Educa- 
tion. In this wonderful manifestation of Christ's un- 
bounded love are contained all the treasures of grace. 
What food and drink are for the life of the body that 
Holy Communion is for the life of the soul; it is, in- 
deed, as a pious writer calls it, "the Holy Viaticum of 
Life as of Death." — "In the strength of that food" man 
shall safely walk through life's desert "to the mountain 
of God." 

The worthy reception of the First Holy Communion 
and its beneficent influence upon the entire life of thp 
children depend, to a great extent, upon the n 
preparation for that great event. fpP G ) 

Happy is he whose privilege ' 7™ e * ore > 

little ones for the happiest i ^:- iO*^, viz:— 
of their First Holy Conm : ' - \;' ; " ;;;" ^ to 

who has said, "Surfer m ist the f ehildi\Y in J 
me, and forbid them 11 .nfp.ssiori, i. e., e; kingdom 

of God." (Mark 10, U ) ^se of am- 

In preparing children for I '.'■■ v ^Communion 
the work of the teacher usually ^Asists in looking 
after the memorizing of the answc s of the Catechism. 
The explanation, as well as the immediate preparation, 
is properly the work of the pastor. Should circum- 
stances, however, require the teacher to perform part 
of the latter duties suitable manuals on the subject 

57 



can be had from our Catholic booksellers. A few titles 
of such books are mentioned herewith : 

Pious Preparation for First Holy Communion, by 
Rev. F. X. Lasance. 

Instructions for First Communicants, by Rev. Dr. 
J. Schmitt. (English or German.) 

Children's Retreats; preparing for First Confession, 
First Holy Communion and Confirmation, by Rev. P. 
A. Halpin. 

First Communion, by Mother Mary Loyola. 

Jesus, the Bread of Children, by Rev. F. M. de 
Zulueta, S. J. 

Little Talks to Children Preparing for Holy Com- 
munion. (Herder.) 

PRINCIPLES OF EDUCATION. 

In order that the means of education be effective 
it is necessary that in their application the correct prin- 
ciples are followed. These principles are deduced partly 
from the nature and natural development of man, partly 
from the nature and purpose of education. 

4- Principles Which Regard the 
Nature of the Pupil. 

I. Education should be natural.— The teacher should 
take into consideration the nature of the pupil and its 
development ; mental and physical abilities and powers ; 
age and sex; individuality and previous education. The 
following rules are based on this principle. 

(a) Always put yourself in the position of the 
pupil, i. e., find out what he knows and how far his 
talents and powers have deen developed. Go down and 
bring him up. 

58 



(b) Having discovered the exact position of the 
pupil, proceed step by step, without a gap, in a natu- 
ral order and in a thorough manner. "Festina lente." 

(c) Consider the individuality of the pupils, their 
environment, home influences, temperament, etc. The 
instruction in the elementary grades should be based 
principally on observation (object lessons) ; in the 
intermediate grades, those things which have been 
learned should be put into frequent practice; and in 
the upper grades, attention is to be given to the ap- 
plication of the acquired knowledge of the various 
branches of study. 

II. Education should be all-sided. — All the facul- 
ties and talents should be developed. No one power 
or talent should be given a preference to the neglect 
or detriment of the rest; but, also, avoid splitting up 
your instruction into too many branches. "Won multa, 
sed multum." 

III. Education should begin early. — 

" Tis education forms the youthful mind, 
And as the twig is bent, the tree's inclined." 

(Pope) 

IV. Education should be elementary. — Therefore, 
the following rules should be remembered, viz: — 

(a) Proceed from that which is near at hand to 
that which is remote. (Ex. Geography frcm the school- 
room.) 

(b) Proceed from that which is simple to that 
which is compound or complex, from that which is easy 
to that which is difficult, from the concrete to the 
abstract. (Object lessons.) 

(c) Proceed from that which is known to that 
which is unknown. 

N. B. It may happen that a compound object is 
better known than the simple. Ex. a rose, in its entire- 

59 



ty, rather than its parts. In such a case Rule c takes 
precedence over Rule b. 

(d) Often repeat what has been learned. The foun- 
dation must be strong in order that the superstructure 
may endure. 

B. Principles with Regard to the 
Purpose of Education. 

I. Education should be uniform.— Whatever is 
taught and practised must be directed toward the one 
great end and purpose of education and all agencies 
and means employed must naturally supplement and 
support each other. 

II. Education should be seasonable, i. e., adapted 
to the conditions and requirements of the age and its 
cultural advancement. 

III. Education should be patriotic. — 

"Breathes there a man with soul so dead 
Who never to himself hath said, 
This is my own, my native land!" (Scott) 
True patriotism can not be narrow and biased, but 
is founded upon love and honor for the great deeds of 
the past and a readiness to uphold and defend the beni- 
ficent institutions of the country. Excellent as this 
love of country may be, still it dare not lessen the 
love of mankind in general, nor sever the tie which 
binds all nations together as one people of God. 
Hence, above all, 

IV. Education should be Christian, built on the 
solid principles of positive Christianity, guided by these 
principles and permeated by the Spirit of Christ. In 
education Christ is "the way, the truth and the life;" 
the way, by His example; the truth, by His doctrine; 
the life, by His grace. Without Him there is no salva- 
tion. 

60 



PART IV. 

EDUCATIONAL FACTORS. 

God, the Creator and Redeemer, is the absolute Lord 
and Master of man. He is the source of all power. He 
is the highest authority in education as in all things. 
There is no power or authority except from God. 

Those whom God has called to perform the work of 
education are the Family and the Church, the former by 
the natural law, the latter by a positive law, viz : "Go ye, 
therefore, and teach all nations." 

In modern times, the State has exercised a steadily 
growing influence in the work of education. It must, 
however, be remembered that the true province of the 
State is the protection of the rights of the Family and 
the Church in their work of education and the support 
of that work. The State should never encroach upon 
or usurp the rights of either Family or Church. 

In the work of these three factors, viz: Family, 
Church, and State, the School forms a most important 
and influential auxiliary. The work of the School is 
performed by the Teacher. 

THE TEACHER. 

Vocation. 

Every man is called by God to some particular office 
or station in life. As a rule, the Creator does not directly 
reveal to each individual the vocation for which he is 
intended. This knowledge is indirectly obtained by the 
exercise of the reasoning faculties guided by the light 
of faith, by earnest self-examination with the assistance 
of God's grace, and by consultation with wise and ex- 

61 



perienced men. God gives us inclinations, talents and 
powers as well as opportunities suitable to fit us for 
our life work. 

The office of a Christian teacher is a noble and im- 
portant one. The teacher is a representative of God 
from whom all power and authority is derived, he is 
the trusted assistant of the Family, the Church, and the 
State; he is a gardener in God's spiritual garden, a 
visible guardian angel of the little ones confided to his 
care, a guide and leader on the way to temporal and 
eternal happiness. The teacher's work is a difficult and 
responsible work, but a work full of blessings for time 
and eternity. 

Qualities of a Good Teacher. 

In order that a teacher be fitted for his work, certain 
qualities are required. These qualities are physical, 
as well as intellectual, and moral. 

It is not absolutely necessary that a young beginner 
should be in full possession of all these qualities from 
the start; it is sufficient if, in the beginning, a good 
foundation is evident and there are well grounded hopes 
of a continual and permanent improvement. 

I. Physical Qualities. 

The physical qualities of a good and efficient teacher 
may be summed up as follows, viz: — 

1. A SOUND AND HEALTHY CONSTITUTION. The Work 

of a teacher demands strength and energy to enable 
him to withstand the strain of incessant labor. A 
teacher must look after his health and not expose him- 
self without necessity. Plenty of fresh air and judicious 
exercise are a necessary requirement of health. 

62 



2. A CLEAR VOICE AND A DISTINCT ARTICULATION. 

An incurable defect in the organs of speech renders 
anyone unfit to teach. A bad habit in one's speech can 
be corrected by continued practice. The teacher's pro- 
nunciation should serve as a model for his pupils and 
therefore deserves careful attention. 

3. Good eye-sight. This is necessary for uphold- 
ing order. The teacher must be able at a glance to de- 
tect any disorder among the pupils as well as mistakes 
in their written work. 

4. Acute hearing. This and a quick eye constitute 
the best means for controlling the pupils in discipline 
and instruction. A teacher whose hearing is defective 
will fail to detect many mistakes in pronunciation, em- 
phasis, and inflection. This defect will tempt pupils to 
whisper and prompt and, thus, practice dishonesty. It 
is evident that for the teaching of singing, a gocd 
musical ear is indispensable. 

5. Freedom from bodily defects. These might 
otherwise provoke ridicule and disrespectful remarks. 

6. Appropriate bearing. The teacher's manners 
should be quiet and dignified, without affectation; kind 
and benevolent, without familiarity; condescending and 
affable at all times. He should be neat and orderly 
in his personal appearance and in all his work and 
surroundings. 

"The gentle mind by gentle deeds is known ; 
For a man by nothing is so well bewrayed 
As by his manners". (Spenser— Faerie Queen) 



II. Intellectual Qualities. 

The intellectual qualities required by the teacher 
are herewith enumerated, viz: — 

63 



1. A CLEAR MIND AND SOUND COMMON SENSE. Only 

what is clear to the teacher's mind can be made clear 
to the pupil. 

Common sense will guide him in his demands 
upon the pupils and guard him against unreasonable 
measures. 

The teacher should possess a special talent for ob- 
servation, by means of which he is enabled to form a 
correct estimate of a pupil's mind and heart from his 
outward behavior. In like manner he should possess 
pedagogical tact, i. e., he must be ready under varying 
circumstances, to select the means best suited. He 
must be able to do the right thing at the right time. 

2. A good memory. This is an essential require- 
ment both for discipline and instruction. How can a 
teacher uphold order among his pupils if he continu- 
ously forgets the directions which he gave? How can 
a teacher instruct successfully if his memory forsakes 
him while he is explaining or who forgets the answers 
to his own questions? 

3. Sympathy. ("Gemueth") Head and heart must 
work together in developing the intellect and guiding 
the will of the pupil. Light and warmth make the plants 
grow and send forth blossoms and fruit. 

4. KEADINESS OF ACQUIRING KNOWLEDGE AND IM- 
PARTING it TO others. Both are necessary. A teacher 
may be deeply learned and versed in many fields of 
knowledge, but if he can not impart that knowledge 
to others he will be a failure in the school-room. 

5. A CLEAR, THOROUGH AND COMPREHENSIVE KNOWL- 
EDGE OF ALL THE SUBJECTS WHICH HE IS TO TEACH AND 
OF THOSE WHICH AID HIM IN THE PERFORMANCE OF HIS 

duties as an educator. It is not enough that the teach- 
er is familiar with the matter contained in the text-book. 
He must enlarge his knowledge of the subject in order 

64 



that he may master it and be prepared for difficulties 
that may arise in the course of instruction. He must 
not only know what but, also, how to teach. Therefore, 
he needs — 

6. A KNOWLEDGE OF PSYCHOLOGY AND PEDAGOGY. 

Without these he would not be able to understand the 
nature and individuality of his pupils or to be success- 
ful in his efforts in their behalf. 



III. Moral Qualities. 

It is the teacher's duty to develop the intellectual 
faculties of his pupils; but he must, also, educate the 
will so that they may become virtuous men and women. 
Hence, besides the intellectual qualifications, the teacher 
must possess virtue and practice it in his daily life. 

The virtues which a teacher must possess in order 
to become a real educator are, especially, deep faith and 
sincere piety, love for his pupils, firmness and consist- 
ency, patience and mildness, prudence, humility, a pro- 
found sense of duty, and love for his vocation. 

1. Faith and Piety. The fundamental virtue of a 
teacher consists in a firm conviction of the truths of 
religion and a life regulated by these truths. 

"Without a lively faith", says Dr. Rolfus, "a teacher 
is not a Christian teacher and in spite of all his labors 
he will achieve little. If religion is the key-note of his 
soul and if his life is a reflection of his belief, his 
labors have a higher value, they are interwoven by a 
golden thread, illumined by a supernatural light, and 
fructified by the most efficient of all powers, divine 
grace." 

2. Love foe the pupils. Out of the spirit of faith, 
which sees in every child the Savior Himself, there 

65 



will develop a true, supernatural love for the pupils, a 
love which takes an equal interest in all, but bestowing 
special care upon the poor and unfortunate, those who 
have been neglected at home, those who are physically 
or mentally weak. This love it is which makes the 
teacher a real educator; without it he would be a mere 
task-master. Neither an ample knowledge nor the art 
of teaching can supply the place of love. A teacher 
without Christian charity for his pupils, though he 
spoke a hundred languages and possessed all human 
knowledge, would be but "a sounding brass and a tink- 
ling cymbal." 

3. Firmness and consistency. 

(a) Firmness does not mean sternness or severity. It 
consists in an even temper, a sense of certainty in all 
actions by which one controls himself and others. It is 
a mixture of dignity and mildness, love and strictness, 
a strictness that causes no bitterness, a love that does 
not enervate. 

(b) Consistency is that quality, which causes one 
to act at all times according to certain guiding prin- 
ciples, which does not revoke what was commanded and 
carries out and fulfills what was promised or threatened, 
which is not swayed by circumstances. Consistency is 
a great power in education. "Consistency, thou art a 
jewel." 

4. Patience and mildness. St. Paul says, "Charity 
beareth all things, believeth all things, hopeth all 
things, endureth all things." (Cor. 13, 7) Out of true 
charity grow patience and mildness. They consist in 
this that one bravely bears the difficulties and trials 
of life, and controls the emotions of anger and impa- 
tience. "The patient man is better than the valiant: 
and he that ruleth his spirit, than he that taketh 
cities." (Prov. 16,32) 



Patience and gentleness are often put to a severe 
test in the life of a teacher. His best efforts are often 
opposed by evil inclinations, stubbornness, faults and 
evil habits which the pupils have acquired at home. 
Very often his noblest intentions are misunderstood 
and denounced by those who ought to aid in the work. 
Continued watchfulness, persistent self-control, prayer 
and frequent recollection of the Divine Friend of child- 
ren, the most perfect model of patience and gentleness, 
will help to acquire these virtues. 

5. Prudence in the performance of duty. The 
teacher must clearly understand his duty and choose 
right means to attain his end. Prudence teaches pre- 
caution, circumspection, and discretion. These will tell 
him how to proceed and how to avoid successfully the 
obstacles and dangers that threaten his efforts. 

6. Humility. Prudence must be joined with humil- 
ity which distrusts itself, gladly receives advice and 
instruction from others, and gives credit for the good 
results achieved, not to personal ability, but to God's 
help and blessing. 

7. A profound sense of duty. It consists in the 
clear knowledge of one's obligation and the responsibi- 
lities imposed thereby. This sense of duty will make the 
teacher conscientious in the fulfillment of every duty, 
not neglecting even the small and apparently insigni- 
ficant details. It will make him punctual, and induce 
him to work with persistent diligence to obtain the 
the greatest success possible. 

8. Love of vocation. A true teacher lives only for 
his work and is willing to make all sacrifices which 
the performance of that work demands. He finds in his 
labors for the temporal and spiritual welfare of the 
children entrusted to him and in the performance of 
God's will his greatest joy a ad satisfaction. A noble 

67 



teacher (P. Girard) one day said to his pupils, "I want 
to grow old among you." 

Love your vocation for its own sake ; love it for the 
sake of immortal souls; love it for the sake of God, the 
great teacher of mankind. 

Advancement of the Teacher. 

There is a German proverb which says, "If I rest, 
I rust." Benjamin Franklin expresses the same idea in 
these words: "Sloth, like rust, consumes faster than la- 
bor wears; while the used key is always bright." A good 
teacher must continue to study and perfect himself in 
order to be successful. The Lord, Himself, our great 
model, asks us to "be perfect as also your heavenly 
Father is perfect." (Matt. 5, 48) Our entire life is a 
school whose course of study we can never finish. If 
this is true of every man, it is particularly true of him 
who devotes himself to the education of others. Only 
that teacher can retain and increase his spiritual treas- 
ures, only that teacher can remain up to the require- 
ments of the times, only that teacher can ever find new 
points of interest and inspiration in his work, who con- 
tinues to study and strives to advance. 

While steadily advancing in religious and moral 
life he should endeavor to increase his store of knowl- 
edge and improve his technical abilities. 

The best means for advancement in knowledge and 
skill are special preparation of class-wcrk. professional 
experience, reading, practical exercises, conferences, 
and reviews. 

1. Preparation of class-work. 

We may distinguish between annual and daily pre- 
paration. Annual preparation consists in outlining the 
entire work of a school year or session, the arrangement 
of a regular class or study plan. 

68 



In arranging a class plan, certain points must be 
considered. 

(a) See that the periods of instruction are propor- 
tionally divided among the grades or sections. 

(b) The more important branches, and those re- 
quiring a greater amount of practice, should be allotted 
a greater amount of time. 

(c) Strive to obtain uniformity of the subjects in 
each period so that, while one division is receiving in- 
struction or reciting in a certain branch, the other divi- 
sions are occupied in study or practice of the same 
branch. Thus, pupils of advanced grades may occasion- 
ally be called upon for an answer or explanation. 

(d) Every period of instruction and explanation 
should, if possible, be immediately followed by a period 
of practical exercises in the subject just explained. 

(e) See that there is a variation in the order of 
subjects. Let difficult and tedious work be followed by 
less difficult and lighter subjects. 

(f) In assigning the various branches, consider the 
time of day best suited to each particular subject. 
Branches which require a great deal of serious think- 
ing and reasoning (Religious Instruction, Grammar, 
Arithmetic) should occupy the early morning hours. 
Branches exercising the memory and imagination 
(Reading, History, Geography) may be taken up in later 
periods. Penmanship and Drawing should be assigned 
a period when the best conditions of light prevail. They 
should not be given immediately after recess spent in 
running, jumping or similar exercise of the body. 

(g) The entire subject matter to be treated during 
the scholastic year, should be subdivided so as to assign 
to each month a certain amount, assuring the teacher 
that with judicious application he can cover the task 
required for each division. 



Daily preparation for school-work is needed with 
regard to the matter, the manner or method, and the 
spirit of instruction. 

1. Regarding the matter, the teacher should ask 
himself: — 

(a) What is the aim and purpose of this particular 
lesson? 

(b) In what way is this lesson connected with the 
previous and following lesson ? 

(c) How must I arrange the various parts and points 
of this lesson? 

(d) What practical conclusions can be derived from 
this lesson, and what exercises may serve to fix the 
subject-matter in the pupil's mind? 

(e) Upon what points must I dwell, especially, in 
reviewing and correcting written exercises ? 

2. Regarding the method, the teacher should ask 
himself: — 

(a) What form of instruction must I employ in ex- 
plaining this particular matter to these particular 
pupils ? 

(b) Which are the principal questions to be asked? 
What secondary questions may be required in the course 
of instruction? 

(c) What examples, comparisons, words, and expres- 
sions, must I employ in order that even the weakest 
among the pupils may grasp the meaning? 

(d) What objects, models, pictures, charts etc., can 
aid me in my instruction? Are they ready and avail- 
able? 

3. Regarding the spirit of the instruction, let it be 
remembered that the teacher must endeavor to preserve 
a calm and collected disposition of mind and should 
enter upon his daily duties trusting in God and pray- 
ing for His blessing. 

70 



It is advisable, especially for the young teacher, to 
prepare the various lessons in writing. After he has, in 
this manner, worked out the entire course of instruc- 
tion, the work of preparing is greatly facilitated for all 
future time. All that he needs, later on, is to review his 
notes, here and there making corrections and additions 
suggested by his previous experience. 

"It is well," says Kunz, "to make a pedagogical ex- 
amination of conscience at the end of a day's work in 
school. The teacher should ask himself how he has 
conducted himself before, during and after school, what 
successes or failures he has to record, what mistakes 
he has made, what means he must employ to remedy 
the defects and to perfect, still more, that which is 
good." 



Professional Experience. 

"Experience is the best teacher." This maxim is 
especially true in an educator. Experience which may 
aid him in his professional progress can be gathered 
in his own school and in the schools of others. 

(a) The teacher should exercise the power of obser- 
vation in all his work. Success or failure in one or the 
other case does not yet establish a rule. Repeated trials 
in the same direction furnish safe standards and rules. 
Such experience should be noted in a diary. 

(b) Visiting other schools and observing the work 
of other teachers greatly helps to improve one's own 
work. We can learn from every other teacher, the good 
as well as the deficient. In the one case we learn 
how to conduct our work; in the other, how not to pro- 
ceed, and what to avoid. 



71 



Reading. 

A teacher who wishes to be successful must con- 
tinue to study. He should read, not many works, but 
read a few thoroughly. " Timeo virum unius libri," "I 
fear the man of one book," is a proverb. A book that 
is worth reading, should be read with attention, its 
contents should be digested and assimilated. Desultory 
reading is unprofitable, even harmful. 

What books should the teacher read? What studies 
should he pursue? 

The teacher should endeavor to perfect himself in 
all the branches of study which he is to teach. He 
should, especially, devote himself to the study of Beli- 
gion, Pedagogy, Language and Literature, History and 
Geography. — 

(a) Keligion. This is the Alpha and Omega of 
the Christian teacher. Besides the study of a thorough 
text-book on Christian Doctrine, the teacher should de- 
vote his attention to works on Apologetics and Evi- 
dences of Christianity, Church History, the Lives of the 
Saints. 

(b) Pedagogy. This is the specific science of the 
teacher. It acquaints him with the theory and practice 
of education and furnishes him with a standard by 
which he may judge his own work. The study of 
Pedagogy should include Methods of Instruction, His- 
tory of Pedagogy, Psychology, Logic, and Hygiene. 

It is advisable to read standard periodicals on edu- 
cation in order to be up to date in the literature of 
Pedagogy. The teacher should carefully consider the 
practical side of theories advanced by the writers of such 
periodicals. He should not adopt every "new fad" 
suggested by writers who frequently have little or no 
practical experience in school work. Children's souls 

72 



are too valuable to be used merely as objects of experi- 
ment. "Prove all things; hold fast that which is good." 
(I. Thess. 5, 20) Do not easily discard tried and proved 
methods for some fantastic notion of an enthusiast. Re- 
member: "A bird in the hand is better than two in the 
bush." What Pope says of words, may also be applied 
to theories, 

"Be not the first by whom the new are tried, 
Nor yet the last to lay the old aside." 

(c) Language and Literature. Language is the 
means by which we communicate our thoughts to others. 
The better we become acquainted with the means the 
more satisfactory will be the results. 

A teacher should possess a general knowledge of the 
masterpieces of literature; but he should read only such 
of them that are models in point of style, as well as of 
religion and morality. In making his selections the 
teacher should be guided by the advise of experienced 
persons and reliable Catholic works on Literature. 

The teacher who is able to read more than one lan- 
guage has a great advantage which he should not un- 
dervalue. 

(d) History and Geography. Cicero calls History 
"the teacher of life" and Bacon says, "Histories make 
men wise." In order to read History aright we must 
read it in a Christian spirit, for Christianity alone gives 
us the key to the correct understanding of History. 
"History is God's eternal plan unfolding itself in time." 
(Mcehler) 

The study of History presupposes a knowledge of 
the places where great events occured and, therefore, 
Geography should form a subject for further study. The 
knowledge of Geography is improved by books on travel. 
In order to gain a more vivid impression of the events 
of History and to awaken greater interest among the 

73 



pupils, a special study of customs and manners at vari- 
ous periods of History is recommended. 

Besides these branches, the teacher should increase 
his store of general knowledge, not neglecting or under- 
valuing the Natural Sciences, Botany, Zoology, and 
Physics. 

Success and profit in reading does not depend alone 
on what is read but, also, on how we read. In order to 
gain by his reading, the teacher should select only the 
best works in each class. He should read with modera- 
tion; not too much at one time. He should read in a 
logical order; not skipping about in the same book or 
reading various works promiscuously and in a desul- 
tory way. 

The teacher should read with pen in hand. Striking 
passages may be copied verbatim, extracts made from 
certain paragraphs, or a short summary of the entire 
work may be compiled. 

It is advisable to keep a scrap-book containing clip- 
pings of useful and interesting items and illustrations 
from newspapers and periodicals. These will often fur- 
nish welcome material for entertainment and instruc- 
tion. 

Reading or studying some work in common with 
one or more colleagues is a very practical method. 
Short talks and interchange of opinions on works that 
have been read are also of undisputed value. 

Bacon's well known lines suggest themselves at this 
point, "Reading maketh a full man; conference a ready 
man ; and writing an exact man." 

Special Practices, Conferences, and Reviews. 

Branches which need continual practice are music, 
painting, drawing, embroidery etc. 

74 



A splendid means of advancement are the so-called 
conferences. If they are conducted in the right spirit 
they are of immense value. By the interchange of 
thoughts and experience they give practical informa- 
tion on various subjects, foster a love for the vocation, 
promote the spirit of fellowship and, in general, help 
to improve the teacher and the school. 

Among the varied materials suitable for conferences 
the following are recommended, viz: 

(a) Essays and papers on education, different 
branches of study, methods, school management and 
history of education. 

(b) Discussion of such essays and papers, either 
oral or written. 

(c) Oral or written reports of personal observa- 
tions and experiences in school work. Statistics of a 
year's work. 

(d) Reports on visits of schools. 

(e) Information gained from reading pedagogical 
and other writings. Discussion of new publications. 

(f) Practical demonstration of teaching in various 
branches and grades. This to be followed by a free and 
impartial discussion. 

(g) Recitations, readings, songs etc. 

In order that the conferences bring the best practi- 
cal results it is advisable to follow a certain fixed plan 
and to assign the various tasks in a regular order so 
that all may take an active part, each one in his 
turn. 

At each conference there should be kept a record of 
proceedings containing a list of the subjects treated. 
This record shouid be read at the opening of the fol- 
lowing conference thas forming a connecting link be- 
tween the various exercises and bringing uniformity 
into the entire work. 

75 



A reference library, even though it be small, con- 
taining reliable books on education in general and on 
special subjects, would be of great service to the teach- 
er. In selecting books our principle should be, "JiTorc 
multa, sed multum." (Not quantity, but quality. Not 
many things, but much.) 

Besides the regular school work, the teacher is, oc- 
casionally required to perform other duties. Thus he 
is sometimes asked to hold the office of sacristan, or 
of organist and choir director. The duties of these 
two additional offices are in close relation to the work 
of the school and, when assumed, should be performed 
with zeal and conscientiousness. 

A teacher's leisure hours may be profitably employed 
in giving private instructions, in gardening, in prepara- 
tion and collection of objects suitable for instruction, 
i. e. herbaria, minerals and geological specimens etc, 
models and relief work etc. ''To sing the same tune, 
as the saying is, is in everything cloying and offensive ; 
but men are generally pleased with variety," says 
Plutarch. 

Jean Paul says that "anyone who is occupied with 
mental work must have some favorite pursuit, or hobby." 
There is much in what he says. See that the hobby is 
good and praiseworthy; but do not ride it to death! 

SCHOOL AND HOME. 

It must never be forgotten that the home can greatly 
help the teacher in his work, in fact, that he can not 
succeed without its assistance. Eegularity and punctu- 
ality, home-studies and tasks, cleanliness and good man- 
ners depend to a great extent upon the co-operation of 
the parents. 

Faults can be effectively corrected only when teach- 
ers and parents work hand in hand. 

76 



Whenever parents come to consult the teacher re- 
garding a pupil the teacher should meet them in a 
kindly spirit. If he must speak to them of faults and 
misdemeanors of their children he should do so calmly 
and earnestly, but always with charity and sympathy. 
He should never show any bitterness or enter into a 
heated discussion on any matter. As a rule, children 
should not be present while teacher and parents are 
speaking of them. 

A teacher who always treats the parents with due 
respect and speaks respectfully of them before the 
children will thereby gain for himself the good will of 
parents and children alike, and the efficiency of the 
school will be increased. 

The teacher should try to interest the parents in 
the school. One of the means of doing this is the 
monthly Report Card. 

When parents have their attention called to the 
school and see the good results of its work they will 
naturally be glad to help along and will not refuse to 
make sacrifices for its support and advancement. Let 
us never forget that lasting success in the work of- the 
teacher depends upon the proper union between school 
and home. 



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